1998-1999 Progress Report on the Nevada School District Accountability Program: Review,
Analysis and Recommendations

Introduction

School accountability legislation is
intended to improve student academic achievement in Nevada’s schools. In the view of the panelists who conducted
the review, this year’s Nevada Accountability Report represents considerable
progress toward improved academic achievement for Nevada’s seventeen county
school districts. Overall, data are
more accurate and more focused. Nevada
school leaders have demonstrated a strong commitment to meeting the challenges,
finding solutions to the teaching and learning problems, and reporting their
progress to the public.

The
Nevada legislative and executive branch leadership and staff should be
commended for their tenacity and will in putting this accountability and reform
system in place. Accountability is
working and it is making a demonstrable difference in the educational
achievement of the children in this state.

Background

The
Nevada Department of Education (NDE) produced a Handbook for School
Accountability (Accountability Handbook) in October 1999, to aid school
districts in preparing the 1998-99 accountability reports. The introductory pages from that handbook
provide the context for this report and are therefore quoted in this report.

“During the 1993
session, the Nevada State Legislature passed a School Accountability bill (NRS
385.347 revised) requiring all school districts in Nevada to inform the public
on the performance of public schools throughout the state. The Legislature passed a further revision
(SB 386) of the School Accountability law during the 1995 session, and further
revisions were included as part of the Nevada Education Reform Act, or NERA (SB
482) of 1997 (See Appendix A).

In Nevada, school accountability is accomplished through
a system of reports to the public. The
Boards of Trustees of all school districts in the state annually are required
to report to the public during March concerning school site accountability
information, as well as to report to various agencies and departments within
the state. The accountability reports to the public must contain the following
information:

·Educational
goals and objectives;

·Comparisons
of student achievement for the current school year with previous school years;

·Number
of students taking achievement tests under regular conditions and under special
conditions, the number of students exempt from taking achievement tests for
special education (IEP) or language (LAS) reasons, and the percentage of
eligible students taking achievement tests;

·Ratios
of elementary students to teachers, core secondary class sizes, and other data
concerning licensed and unlicensed employees of the district;

·Comparisons
of teacher assignments with the qualifications and licensure of teachers;

·School
expenditures per pupil and district sources of funding;

·Curriculum
employed by the school district, including any special programs for students at
an individual school;

·Record
of attendance of teachers;

·Records
of attendance and truancy of students and grades 9-12 school dropout rates;

·Efforts
to increase communication and participation with parents of students;

·School
incidents involving weapons or violence, and suspension and expulsion of
students per statutes involving weapons, violence, and distribution or use of
alcohol and controlled substances;

·Transiency
rates;

·For
high schools, the percentage of graduates enrolling in remedial reading,
writing, or mathematics courses at an institution within the University and
Community College System of Nevada;

·Information
about technology available at each school; and

·Other
information as directed by the State Superintendent of Public Instruction.

The Nevada School Accountability Law charges the State
Superintendent of Public Instruction, in consultation with representatives of
various educational associations in the state, with prescribing the forms for
the reports and ensuring the implementation of a uniform system of reporting
that provides comparable information for schools across the state.”

A large number of data elements have been considered
for inclusion in the accountability reports.
In choosing data elements, it was necessary to find a balance between
all of the potential information available and efforts to keep critical
information from being obscured in the accountability reports by lengthy tables
of statistics. Undoubtedly, there are
certain data elements and information of interest to educators or to certain segments
of the populous that do not appear in the Handbook. In the end, the requirements of the School Accountability Law and
judgments about the information of greatest concern to most parents of Nevada’s
school children took precedence in making final decisions on the data elements
featured in the present Accountability Handbook. See Appendix A for the current version of the Accountability Law.

1998-1999 Accountability Review

In spring of 2000 the Legislative Bureau of
Educational Accountability and Program Evaluation (LeBEAPE) developed a Request
for Proposal (RFP), and conducted a competitive review of the proposals
submitted to conduct a review of the 1998-1999 school accountability
reports. The contract was awarded to
George C. Hill, a professor at the University of Nevada, Reno. Dr. Hill
employed a review panel of Nevada university professors to review the reports
of the state’s 17 school districts for the 1998-1999 academic year.

The school districts submitted the three parts of
their 1998-1999 accountability reports to the NDE and LeBEAPE, as well as the
other entities to which they were required to send these reports. The LeBEAPE staff and NDE staff prepared
data tables for the data elements required under the statute. The data tables, based on 1998-1999
Accountability Reports, are in a document entitled, School Accountability
Data Tables 1998-1999 School Year, which was available in the spring and
early summer of 2000. These tables are
the source documents for this review.
Two additional reviews were undertaken at the request of LeBEAPE: Review of individual charter school reports;
and review of the final reports submitted by the Panels supervising the three
elementary schools on academic probation.
Those Responses/reactions are found immediately following this
introduction section.

Each district is required to submit the following
reports (these reports are referred to throughout individual district review
reports):

Part I: Individual
School Accountability Reports

Each school in Nevada is required to provide parents
of students enrolled in their school with a report that identifies specific
characteristics and performance indicators for the school and for the school
district as a whole. Exceptions,
definitions, and directions for reporting individual school information are
reviewed in this section.

Part II: District-Wide
School Accountability Reports

Each school district in Nevada is
required to provide the general public with a report that lists specific
characteristics and performance indicators for each school in the district and
for the district as a whole. As in the
preceding section, exceptions, definitions, and directions for reporting the
district-wide school reports are reviewed in this section.

Part III: Reports
onEffectiveness of Accountability Program

In addition to forwarding the above reports,
each school district is required to provide the above entities with a report on
the effectiveness of their accountability program, efforts to correct any
deficiencies identified, and plans for improving student achievement at the
schools. This section provides a
general discussion and guidelines for district “reports of effectiveness.” (Handbook for Implementation of NRS 385.347
School Accountability Legislation)

Analysis of the Accountability Reports

There are four components which make up the balance of
this accountability review and about which the review panelists have made
recommendations: (1) the effectiveness of the School Accountability
Program in the state; (2) the status of each school that has been designated as
“In Need of Improvement; (3) the evidence of the school district’s use
of accountability information to improve the academic achievement of pupils in
each school; and (4) the analysis of school accountability data for 1998-1999.

The review panel analyzed the school districts’ data
elements by examining five categories of the accountability program and making
recommendations in a sixth section.
This portion of the review will highlight summaries of the review panel’s
findings in each of five categories.
The categories are as follows:

1.A summary of the
student performance and school characteristics deemed relevant to the
evaluation of the district’s school performance based on data submitted to the
State Board of Education and LeBEAPE in Part I school reports and Part II
district-wide reports.

Information found in the review of each district is a
statistical profile of the district as well as data from required achievement
tests, namely the 4th grade, 8th grade, and 10th
grade TerraNova tests for both the 1998-1999 and 1999-2000 school years
(SY). In addition to the TerraNova
tests, the High School Proficiency Examinations (HSPE) data for 1997-1998 and
1998-1999 were compared, as well as the 4th Grade Writing
Proficiency Examination for 1999-2000 and the 8th Grade Writing
Proficiency Examination for SYs 1998-1999 and 1999-2000. Definitions of terms, along with
year-to-year comparisons of state mandated tests, are found in Appendices B, C,
and D respectively. The data reported
by districts was compared to that found in the School Accountability Data
Tables 1998-1999 School Year.

2.Areas the School
Districts’ Part III Report identified as examples of exemplary achievement at
the school site and/or areas of improvement in outcomes from those reported in
the previous year and evidence that the areas were exemplary or improved.

Information found in the review of each
district contains district reports of exemplary performance or where major
improvements were noted. As before, all
reports are compared to data found in the School Accountability Data Tables
1998-1999 School Year.

3.Areas the School
Districts’ Part III Report identified as in need of improvement at the school
site(s) and evidence for any deficiencies addressed.

This section of each district review compares
individual school reports (Part I) and the district Part III reports to
determine if identified needs are congruent with data found in the School
Accountability Data Tables 1998-1999 School Year.

4.Summary of the
School Districts’ plan for improvement at the school site.

This section of each district review examines district
Part III reports to determine if plans for improvement are congruent with data
found in the School Accountability Data Tables 1998-1999 School Year.

5.Sources of
information to be used in determining effectiveness of the plan for
improvement.

Reviewers expected to find reference to TerraNova test
scores, the High School Proficiency Examinations, 4th and 8th
Grade Writing Proficiency Examinations, recorded data (attendance, dropout
rates, truancy rates and school violence rates) and in some cases, district
criterion-referenced tests (CRTs).

6.Missing or incomplete data.

Any required data that is not found,
or data that is incorrect when compared to the School Accountability Data
Tables 1998-1999 School Year, is noted in this section.

7.Recommendations
of Panel members for improving analysis and use of accountability findings at
the school level and, if applicable, at the district level.

This section contains the review panel’s recommendation(s)
for improving the reporting system for subsequent years. It contains a commendation for an excellent
effort where appropriate.

General Observations and Recommendations - Statewide

A summary of the student performance and school characteristics
deemed relevant to the evaluation of the district’s school performance based on
data submitted to the State Board of Education and LCB in Part I school reports
and Part II district-wide reports.

Each of the seventeen county school districts made an
effort to report and use the required accountability data. Though not all of the seventeen county
school districts provided all of the data and analysis required for a
comprehensive databased decision making system, it is noted that virtually all
of the school districts made improvements from their 1997-1998 to 1998-1999
reports. Some school districts, such as
Clark County, Douglas County, and Elko County produced reportsthat
required building-site leadership to use the data to focus attention on deficiencies
and make improvements in student achievement.
These three districts also developed excellent models for collecting and
analyzing accountability data; they should be considered models for other
districts. In almost every district,
there was a strong sense of resolve by the leadership to make this system of
accountability work.

2.Areas the School
Districts’ Part III Report identified as examples of exemplary achievement at
the school site and/or areas of improvement in outcomes from those reported in
the previous year and evidence that the areas were exemplary or improved.

Almost all of the districts cited examples of
exemplary achievement at school sites.
The most commonly cited examples were reading, writing or mathematics
instructional programs. In some cases,
districts noted professional development activities or homework programs to
which school staff attributed improved results. Both the school districts and review panelists tried to highlight
areas where there appeared to be growth and where there appeared to be
problems. The 1998-1999 accountability
reports present more definitive responses to the issue of “exemplary
achievement” than was evidenced in previous reports.

3.Areas the School
Districts’ Part III Report identified as in Need of Improvement at the school
site(s) and evidence for any deficiencies addressed.

The designation of “In Need of Improvement” is
assigned to all Nevada schools with more than 40 percent of their students
falling within the lowest national quarter on all mandated subject areas of
TerraNova. The designation is not given
to small schools where fewer than 10 students participate in regular testing at
the mandated grade. For the 1998-1999 SY, the number of schools meeting the criteria
for designation of “In Need of Improvement” continued to be low with only 10
schools designated as such. Those
schools are Fitzgerald and Madison elementary schools; Martin, Fremont, and Von
Tobel middle schools and Mojave High School in the Clark County School
District; West Wendover Junior-Senior High School in Elko County; Armagosa K-8
School in Nye County; Imlay Elementary School in Pershing County; and Loder
Elementary School in Washoe County.
Although a relatively low number of schools were designated, ten schools
represent an increase from the 1998-1999 reporting period when only five
schools were designated. Those five
included four elementary schools, Booker, Fitzgerald, Lunt and Madison in Clark
County and Mineral County’s Schurz K-8 School.

Each of these school sites has received
special state-funded grants for implementing approved remedial programs, to
help improve student achievement. A
reference to approved remedial programs can be found in Appendix E. In addition to the special grants, staff
from the NDE and the LeBEAPE will monitor each of the school sites during the
2000-2001 school year. Evidence that
school districts are “using accountability information to improve the academic
achievement of the pupils in each school” is included in each of the review
documents prepared by the panel reviewers.

The review panelists noted most of the school sites in
which there was a pattern of low performance in one or more of the content
areas (reading, mathematics, language arts, or science). If fewer than 60% of the students scored at
or above the 26th percentile compared to national norms in any of
the content areas and the school did not focus on those areas in the plans for
improvement, reviewers recommended those areas for inclusion in the improvement
plans. The review panelists highlighted
these areas in each of the individual school districts’ reports.

4.Summary of the School
Districts’ plan for improvement at the school site.

Each of the seventeen districts
submitted school-site improvement plans.
District improvement plans focused on the areas where the data showed
there were problems in reading, language arts, mathematics, or science. In cases where school sites were doing well,
the emphasis was on continued improvement.

In general, greater attention was placed on reading and
mathematics especially at the elementary level, which was evident in district
planning. Test scores were the impetus
for this focus. Statewide, improving
school attendance rates continued to be a stated concern.

There appears to have been a concerted effort
made in most districts to assist school site leadership staff in the collection
and use of achievement data to identify problems and to engage the full staff
and community in resolving the problems.
In many cases, panel reviewers recognized that this process is working
in Nevada schools and, where it was not, the reviewers noted it in their
reports.

5.Sources of
information to be used in determining effectiveness of the plan for
improvement.

The major source of information concerning
effectiveness of the plan for improvement was the standardized norm-referenced
state mandated test, the TerraNova.
Districts are also using the Nevada writing tests, as well as the High
School Proficiency Exam, as indicators of improvement. Other data included dropout rates, truancy
rates, statistics on student violence, and a variety of other indicators that
are required under the provisions of the accountability law.

6.Missing or incomplete
data.

In most cases the reviewers noted data in district
reports that was inconsistent with that in the School Accountability Data
Tables 1998-1999 School Year.
Several districts did not report the percent of recent graduates who are
enrolled in remedial college courses.
The required analysis of TerraNova scores of those students at schools
where the transiency rate was higher than the statewide average was not found
in several district reports.

7.Recommendations
of Panel members for improving analysis and use of accountability findings at
the school level and, if applicable, at the district level.

As a result of decisions of the 1997 Legislature,
several new components needed to be included in accountability reports. The panel’s review of statewide data led to
the following observations/ recommendations being made:

(a)There is a need, statewide,
for a validation process/system for test scores at the school level. This process should be implemented when wide
differences are found on test scores from year-to-year. The reviewers noted a few school sites where
large differences exist between present year scores and the previous year. Any number of variables could account for
such differences. A validation process
needs to be implemented.

(b)The Part III reporting
requirements for charter schools need to be aligned with district reporting
requirements. The panel found a wide
variation in the reports from charter schools and often found that the reports
were heavy with financial data and light on student achievement information.

(c)Renewed attention should
be given to schools with low scores on the TerraNova tests. There are a significant number of schools
that have over 60% of their students scoring in the bottom quarter in one to
three areas. These schools need attention
and (probably) financial assistance to increase student achievement.

(d) Need
for improvement in the area of mathematics at both the elementary and secondary
levels continues to be a theme in this current review. The panel recommends further attention to
the enhancement of the mathematics curriculum.
In areas where curricula mapping and teacher training has not occurred,
the panel recommends that those steps be taken as soon as possible.

(e) The panel continues to express concern about student
attendance rates throughout the state.
It is recommended that attention be given to the provision of
appropriate incentives for students to attend school. In addition, consideration should be given to the provision of
other alternative means whereby students may progress in their educational
programs. With the statewide average
attendance rate at 93.3% the average student in Nevada is missing 12 days per
year.

(f) The panel again recommends that the requirement of reporting
the cost of preparation of the accountability reports be discontinued or
modified since there is a concern regarding the accuracy of some reports; and
one district did not include the cost report.
The cost report had merit when the accountability reporting process was
initiated, but the reviewers believe that the process has now become
institutionalized and the cost reporting component needs to be evaluated to
determine its contemporary relevancy.

(g) Assistance should be provided to
districts in correctly interpreting and reporting appropriate and accurate test
score data. The reviewers found that
several districts misreported data to the public. The panel recognizes that some districts may not have personnel
with expertise to appropriately interpret test data and believes assistance to
be an appropriate function and requirement of the NDE in light of NAC 389.0515
(4).

(h) Districts should
report all parental participation or the reason why the rate is not reported
and districts with low participation should set goals to increase parental
participation.

(i) Data
included in the District Part IIIReports shouldbe focused on
current SY data and efforts. This is a
continuing recommendation.

(j) That
efforts should continue to reduce the ratio of students to computers across the
state, as well as ensure that each school is connected to the Internet. Although major progress has been made in
this area, some schools continue to have a ratio is at an intolerable rate (two
elementary schools in Nye County have ratios of almost 300 students to one
computer) and some schools are not yet connected to the Internet.

(k) The panel cautions readers to not be
overly concerned about the seemingly low scores on the 4th Grade
Writing examination. This is a new test
and is more of a diagnostic tool than a true achievement test.

There are a number of
other recommendations concerning the review process itself and the way in which
data are analyzed that need to be considered for future reports. They are:

(a) The
panelists recognized the difficulties experienced by some rural districts in
the time and resources needed to prepare the report. Districts might consider hiring regional consultants who could
assist in the interpretation of test data, and, if necessary, the actual
preparation of acceptable reports.
Section 16, Part 9 (b), of SB 555 of the 1999 Legislative Session
contains language requiring professional development programs for “training for
teachers and school administrators in the assessment and measurement of pupil
achievement and the effective methods to analyze the test results and scores of
pupils to improve the achievement and proficiency of pupils.” Districts are urged to take full advantage
of this opportunity to be better prepared to fully utilize testing and
accountability data. This was
recommended last year and continues to be a pertinent and valid recommendation
in this review.

(b) A determination of the extent to which
the date and information contained in the district reports is used to inform
sate level educational policy and practice.

(c) Concerns were also raised about the reporting of
instances of violence. There is a need
to better define the terms so that reporting reflects a more accurate depiction
of the occurrence. There is also,
undoubtedly, a need to better understand what steps a school is taking to
maintain its security in providing a safe environment for children. This
was recommended last year and continues to be a pertinent and valid
recommendation for this review.

Recommendations from Previous Reviews

There are past recommendations that the
review panel believes are viable and remain appropriate to this accountability
review process. These are:

(a) Districts should continue to make certain that the
district goals are specifically focused on improving student achievement and
that all of the building-site goals are aligned with district goals.

(b) Superintendents
and local school boards should continue the curriculum alignment process in
each school district that will take into account the new standards in
mathematics, English/language arts, science, and social studies. These standards were established by the
Council to Establish Academic Standards and adopted by the State Board of
Education. Districts should use those
standards as benchmarks for their curriculum.
Significant differences from the current curriculum are very likely, and
the new standards must eventually have related assessments.

(c) Those school districts that are
developing, or that have developed CRTs or other valid and reliable achievement
tests, should report the scores in the school level accountability reports,
even though the reporting of such tests is not required. Future reviewers of accountability reports
will want to compare CRT scores with TerraNova scores. The district leadership should also review
their CRTs to see how they are linked to the new state standards. Ideally, this linking process should be
developed and approved by the state.
The process should be technically sound and meet all the requirements of
validity, reliability, and comparability.
There are a number of curriculum development and integrated assessment
activities underway in Nevada school districts. These developmental curriculum
and assessment activities should be interrelated, complimentary, and
comprehensive, rather than unrelated, fragmented, and superficial. The NDE will need to work with the districts
in the development of this process.

(d) Superintendents and local school
boards should continue to give high priority to professional development
activities for school-site personnel.
Among the goals of professional development should be helping teachers
better understand testing and assessment, including test taking and test
preparation skills for their students (SB 555 of the 1999 Legislative
Session). School districts must also
give attention to the skills teachers and other school-site personnel will need
as the higher and more rigorous content and performance standards are
incorporated. The review panel’s
understanding is that staff development days are no longer counted as teacher
absences (SB 70 of the 1999 Legislative Session).

The Accountability Review Panel’s District-By-District
Analysis

The following section of this report includes the
analysis of each of the 17 county school districts by the review panel. Superintendents were given draft copies of
the reviewers’ reports. They were asked
to review the reports for errors of fact and to submit any corrections to the
contractor. The superintendents
expressed appreciation for having the opportunity to review the drafts. In those instances where errors were found,
they have been corrected. When reading
the reports, please note the following:

·Clark County and Washoe
County school districts are large and complex (educating over 80% of the
state’s school students); this poses problems for the review panel. Because of the size of these two districts,
it is impossible to mention every school and/or individual best practices. To do so would make this review lengthy and
cumbersome. On the other hand, the small
size of several of the other districts allows specific schools and exemplary practices
to be more fully reported.

·Contemporary terminology
has been used for low performing school designation. “In Need of Improvement” is used throughout this review for
consistency even though the term “Inadequate” was the legal term used in 1997-1998
and prior to that time.

·Several districts
provided clarification to reviews questions when they reviewed draft
reports. This is noted in the district
report.

·The review panel
cautions policy makers against reading too much into year-to-year test scores
comparisons where the number of students tested is very low. Too many variables beyond the instructional
program can confound results. Looking
at long-term trends is more appropriate and informative.

Charter School Report Review

During the 1998-1999 SY five charter schools operated in Nevada. Four of the schools were in their first year
of operation while the fifth was operating in its second year. Charter schools are publicly funded and
operated and as such fall under accountability reporting requirements of the
state.

LeBEAPE requested that the
panel review individual reports of the five charter schools operating in the
1998-1999 school year with the intent of providing recommendations for
improving future reports.

Each school submitted a
report that was both informative and indicated a desire to comply with state
law. The review panel made no effort to
summarize findings by school since all these institutions are in their infancy. The following observations/recommendations
are general in nature and intended to provide guidance in improving future
charter school reports.

The observations are:

1.The reports
contain an overwhelming amount of financial data for the typical reader; and

2.The reports
generally do not give the same level of information on student achievement that
is found in district reports.

The
recommendations are:

1. Two
separate reports are considered. One
report would focus on financial information and the other should focus on
student achievement data;

2. Charter
schools consider using a report comparable to the present Part I reports that
the districts provide;

3. Charter
school personnel be provided training in the area of accountability reported;
and

4. The
new NDE consultant for charter school advise schools on preparing all required
accountability reports.

A Review of the

Final Reports of the State
Panels to Supervise the Academic Probation of Booker, Fitzgerald, and Madison
Elementary Schools

The three elementary schools listed above were
operating with supervisory panels that had been appointed during the SY
(1999-2000) reviewed. This is the first time panels have been appointed to
oversee the academic probation and assist with school improvement efforts of
those schools designated “In Need of Improvement” for two consecutive
years. Each school panel issued a final
report of their efforts and findings.
The accountability review panel examined those individual school
reports. It is noted that this is the
first time that such panel have been appointed and utilized by the NDE.

LeBEAPE requested that the accountability review
panel react to the final reports of the three schools on academic
probation. The review panel had a
lively discussion of the reports and offers several suggestions for the
future. Two of the schools, Fitzgerald
and Madison, continued on academic probation through the current school year
and that information was taken into consideration during the review panel
discussion. Several
observations/recommendations are offered for improvement of the panel function
and reports.

The following observation is made:

1. The supervisory panels are be commended for their efforts in
this undertaking

The following
recommendations for future improvement of the supervisory panel process:

2. That the appropriate NRS/NAC be reviewed to ensure that the
panel focuses primarily on improving student achievement;

3. In the future, reports focus on improving student
achievement and report includes those efforts/activities that the panel has
taken to improve achievement;

4. Professional members of the supervisory panel have
experience/expertise in improving low academic performing schools; and

5. Panel members should be compensated for
their efforts.

Carson City School District

Accountability Analysis

The Carson City School District
Accountability Report for School year 1998‑1999 was in compliance with
both the spirit and letter of the law.
There is congruency between data and those areas reported exemplary as
well as those areas reported to be in need o f improvement. Suggestions are made only for improving the
content and process of future reports.

1.Summary
of the student performance and school characteristics deemed relevant to the
evaluation of the district’s school performance based on data submitted to the
State Board of Education and LeBEAPE in Part I school reports and Part II
district-wide reports.

Number of Pupils

Having gained 70 students over the previous year, Carson
City School District reached an enrollment of 8,358. According to the School Accountability Data Tables for the
1998-99 school year, this represented a slight growth rate of 0.6%. The
district was comprised of six elementary schools for kindergarten through fifth
grade, and two middle schools serving grades six through eight, and one high
school. With the addition of a newly
established Alternative High School at the Corbett campus, there are now two
high schools. In the 1998-99 report,
however, the new high school, with an enrollment of 78, appeared to have been
treated functionally as a satellite of Carson High School.

Student Attendance Rate

District-wide student attendance rates remained steady at
94%, ranging from lows of 92% at Carson High School and Eagle Valley Middle
School to a high of 96% at Mark Twain Elementary School.

Teacher Attendance Rate

Teacher attendance rose to 95%, a 2% increase from the
previous year. It ranged from a low of 92% at Bordewich/Bray Elementary School
to a high of 96% at Fremont and Fritsch Elementary Schools, Carson Middle
School, and Carson High School.

Dropout and Non-Promotion
Rates

The dropout rate at Carson High School was 2.6%, down from
5.2% the year before and 6% the year before that, indicating a positive trend.

The non-promotion rates in Carson City School District for
1998-99 were between 1% and 2% of students in kindergarten and first grade,
while less than 1% were retained in second through fifth grades. Above fifth grade, no students were reported
as being retained.

Truancy Rate

The district's truancy rate rose to 3% and became a concern,
especially at Fritsch Elementary School where the truancy rate was 11%. It was also a concern at Eagle Valley Middle
School, which had a 5% rate, and Carson High School, which had a 4% truancy
rate.

Transiency Rate

The transiency rate of 26% was slightly less than in the
previous year and well below the statewide average of 37.5%. Transiency ranged from a low of 10% at
Fremont Elementary School to a high of 51% at Bordewich/Bray Elementary
School. The latter was nearly twice the
district average.

The district's average class size in secondary core courses
was 21 in English and mathematics, 18 in science, and 22 in social
studies. The class sizes ranged from 23
to 28 at the middle school level and from 10 to 26 at Carson High School. All sizes in the secondary core areas were
lower than the previous year.

Student/Counselor Ratios

The district-wide counselor to student ratio for 1998-99 was
1:548 but varied widely with 1:376 at Bordewich/Bray Elementary School, 1:402
at Carson City High School, and 1:702 at Fritsch Elementary School. The district-wide average was slightly
higher in 1998-1999 (1:548) than in 1997-1998 (1:529).

Suspension/Expulsion Rate

In 1998-99, the number of students suspended or expelled was
114, down substantially (46%) from the previous year. Once again the vast majority of offences (90 incidents) were
violence against other students. This
was followed by weapons possession (12 cases).
In both categories, most of the incidents occurred at Carson High School
with 46 of the former and 6 of the latter.
The reason cited by the district for the number of
suspensions/expulsions was the implementation of a new "zero
tolerance" policy.

State Mandated Test Results:
TerraNova, Fourth Grade

Terra Nova Results

4th Grade

SUBJECT

%

BOTTOM QUARTER

%

TOP

QUARTER

AVERAGE
PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

27

20

31.6

20

19

20.3

48

49

46

Language

24

25

27.6

24

21

24.4

49

47

50

Math

31

33

33.9

15

19

15.9

42

42

41

Science

19

12

21.8

19

21

18.8

50

55

49

The district-wide performance of the 99% of the fourth
graders who were tested indicated achievement similar to the national average
in all areas. The average reading
scores were at the 46th percentile, language scores at the 50th
percentile; mathematics at the 41st percentile; and science at the
49th percentile. Each
essentially approximated the state average for fourth graders except for math
achievement, which was 15 percentile points below the state average. While Fritsch and Seelinger Elementary
School students scored at or above the 50th percentile level in all
tested areas, none of the other elementary schools quite reached the 50th
percentile level in any area. This
discrepancy was most pronounced in math where none of the other four schools’
test averages reached even the 40th percentile.

State Mandated Test Results:
TerraNova, Eighth Grade

Terra Nova Results

8th Grade

SUBJECT

%

BOTTOM QUARTER

%

TOP

QUARTER

AVERAGE
PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

13

16

18.3

33

31

31.6

60

58

59

Language

17

20

21.8

26

20

21.8

57

51

52

Math

16

16

15.2

33

29

28.7

60

59

59

Science

15

12

16.9

27

27

31.4

58

60

59

At the eighth grade level, 99% of eligible students took the
TerraNova tests in October 1999. At this grade level, district average scores
surpassed the state averages in all four areas -- by eight percentile points in
reading, by one point in language, by ten in math, and by 11 in science. The average achievement level was at the 59th
percentile in all areas but language, which was at the 52nd
percentile.

State Mandated Test Results:
TerraNova, Tenth Grade

Terra Nova Results

10th Grade

SUBJECT

%

BOTTOM QUARTER

%

TOP

QUARTER

AVERAGE
PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

14

19

15.5

36

40

32.0

64

64

61

Language

18

17

16.4

30

31

24.4

57

60

55

Math

25

17

16.0

31

38

29.8

55

64

59

Science

22

6

16.5

31

36

32.4

55

67

61

Of the eligible tenth grade Carson City students, 97% took
the TerraNova tests. Results showed that, in October 1999, average tenth grade
scores on the TerraNova were at the 61st percentile in reading, the
55th percentile in language, the 59th percentile in
mathematics, and 61st percentile in science. These performances
substantially exceeded national averages.
They also surpassed state averages.

It should be noted that, while the average fourth grade
achievement was at or slightly below the national norms, eighth grade
achievement exceeded national norms in all four areas and tenth grade
achievement was even higher compared to national averages. Based on these results, all Carson City
School District schools were rated as "Adequate" although none
reached "High Achievement" status.

State Mandated Test Results:
Writing Exams

Writing Examination

4th and 8th
Grade

MEASURED TRAIT

PERCENT PROFICIENT

4TH
GRADE

8TH
GRADE

97-98

98-99

99-00

97-98

98-99

99-00

Ideas

NA

NR

49.0

75.3

82.5

81.4

Organization

NA

NR

44.7

71.5

77.9

77.7

Voice

NA

NR

42.1

68.9

83.3

78.6

Conventions

NA

NR

46.4

71.8

66.4

72.4

Fourth Grade: On the new fourth grade writing examination the
percent of Carson City students demonstrating proficiency was 49% on Ideas, 45%
on Organization, 42% on Voice, and 48% on Conventions. These were from 4 to 5 points below state
average scores in each of the four areas.

Eighth Grade: The results of the eighth grade writing examination
revealed that, district-wide, students demonstrated proficiency in each of the
four areas at rates of 81.4% in Ideas, 77.7% in Organization, 78.6% in Voice
and 72.4% in Conventions. These
evaluations approximated or surpassed state levels in each of the areas. Only in Voice was there an indication of a
slight decline from the previous year.
More students at Eagle Valley Middle School demonstrated proficiency
than at Carson Middle School.
Between-school differences ranged from 6 to 13 percentage points in the
four areas.

State Mandated Test Results:
High School Proficiency Exam

High School Proficiency
Examination

PERCENT PASSING

%

DENIED DIPLOMA

READING

MATH

WRITING

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

99.2

83.0

99.8

99.2

72.0

98.6

98.7

99.5

100.0

NA

NA

0.51

On the Nevada High School
Proficiency Examination, Carson City seniors demonstrated proficiency at rates
of 99.8% in reading, 98.6% in mathematics, and 100% in writing. These levels were almost identical to those
of the previous year. The district
report stated that only 0.51% of Carson High School seniors who took the tests
did not receive their standard diploma as a result of failing them.

ACT/SAT Results

ACT Results

%
SENIORS TAKING ACT

ACT
COMPOSITE SCORE

1996-97

1997-98

1998-99

1996-97

1997-98

1998-99

47.5

49.0

55.6

22.3

21.8

22.3

SAT Results

%
SENIORS TAKING SAT

SAT

VERBAL AVERAGE

SAT

MATH AVERAGE

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

46.0

42.0

53.1

539

517

518

520

501

515

The ACT was taken by 55.6% of the graduating class. The average score was 22.3 on this
test. This surpassed the state
composite score of 21.5 and the national average of 21.0. Similarly, 53.1% of
graduating seniors took the SAT and attained average scores of 518 on the
Verbal and 515 on the Math portions.
The average combined score of 1033 surpassed the state average of 1029
and the national average of 1016.

Special Programs

Participation in elementary special programs district-wide
included 14% enrollment in special education classes, with four of the
elementary schools approximating this proportion. Bordewich/Bray Elementary School housed three self-contained
special education classes and had 19% of its students enrolled in special
education, while Empire Elementary School had only 10% special education
students. Eleven percent of Carson City
elementary students were enrolled in classes for English as a Second Language,
1% in migrant education, 4% in gifted and talented, and 5% in after school
care. Forty percent of elementary
children qualified for free- or reduced-price meals. However the proportion of students varied greatly among elementary
schools, ranging from 74% at Empire Elementary School, 57% at Bordewich/Bray,
and 53% at Mark Twain to lower percentages of 20% at Fritsch Elementary School,
26% at Fremont, and 36% at Seelinger.

More than 90% of elementary students were enrolled in music
and computer education classes, with 93% in music and 96% in computer
education. Physical education classes
were provided for 74% of students and art classes for 65%.

Among secondary students, 14% were enrolled in special
education and 5% in English as a Second Language classes. Occupational education served 69% of secondary
students, but this varied with Carson High School serving 43% and the middle
schools each serving between 81% and 84%.
Secondary music class participation also varied with 22.5% enrolled at
Carson Middle School, 32% at Eagle Valley and 15% at Carson High School. In art classes, participation included 72%
of the students at Carson Middle School, 82% at Eagle Valley, and only 17% at
the high school. Foreign language class
enrollment included 10% at Carson Middle School, 3% at Eagle Valley, and 29% at
Carson High School. Advanced placement
classes enrolled 8% of high school students, and 57% of secondary students
participated in athletics. The secondary school course listings reflected a
diverse and comprehensive curriculum in the general, special-needs, and college
preparatory and occupational domains.

Teachers

In 1998-99, the profile of Carson City teachers showed that
20% held the master's degree and the remaining 80% held the bachelor's
degree. Half (50%) had ten years or
more of experience, and 30% had between 4 and 9 years of teaching
experience. Only 6% were new to
teaching, and 14% had been teaching between 1 and 3 years. Less than one half of one percent of teachers
were assigned outside their area of licensure and seven of the nine schools had
no teachers assigned outside their licensure area.

Technology/Computers

The district completed cabling of all of its schools in
1998-99. A "Tech Center" was
made functional at Carson High School. Though owned by Western Nevada Community
College, the high school students and teachers used the facility during daytime
hours. In 1998-99 the district owned
about 400 computers, of which 338 had Internet access. They were dispersed through computer labs at
all schools in the district.
Bordewich/Bray Elementary School was the only school that did not have
Internet access in its computer lab. It
did have Internet access in its library, as did both middle schools and the
high school. Media centers were networked at all schools except for three of
the elementary schools. Only the new
alternative high school had classroom computers with Internet access. The
student-to-computer ratio of approximately 20:1 was fairly evenly distributed at all levels and in all
schools.

Remedial College Courses
(UCCSN Class Enrollments)

The Carson City School
district reported that 14% of their recent graduates enrolled in remedial
courses.

Expenditures

Carson City School District reported per-pupil expenditures
of $3,695.21 on instruction, $611 on administration, $575 on operations, $177
on staff support, and $651 on student support.
The district received $60,955 in Comprehensive School Reform
Demonstration funds during 1998-99.

Parent Involvement

Attendance at the year's
initial parent/guardian/teacher conferences, among elementary schools, averaged
78% across the district, down from 83% the previous year. Four of the six elementary schools lead the
way with an attendance rates over 90%. These were Fremont (96%), Fritsch (99%),
Mark Twain (94%), and Seelinger (96%).
Empire was close behind with 89% and Bordewich/Bray had 79%. Additional parental involvement activities
in the district were parent orientations and workshops; PTA/PTO, Booster Clubs
and/or PTSA meetings during the year; and distribution of periodic newsletters
to parents at all schools. Parents were
on advisory committees or task forces at five of the elementary schools, both
middle schools, and the high school.
Parents served as classroom aides at all elementary schools, Eagle
Valley Middle School and the high school.
Finally, mail surveys were conducted to determine parents’ attitudes and
degree of satisfaction with the schools by two elementary schools, both middle
schools, and the high school.

2.Areas
the School Districts’ Part III Report identified as examples of exemplary
achievement at the school site and/or areas of improvement in outcomes from
those reported in the previous year and evidence that the areas were exemplary
or improved.

Consistent and persistent implementation of the district
Strategic Plan. For the third consecutive year the district diligently
implemented its Strategic Plan first developed in 1997-98. The district worked to improve aspects of
the plan, develop benchmarks, and detail goals and tasks to be accomplished at each
of the nine school sites. In doing so, the district consistently followed the
basic objectives it set out to accomplish, continued to use the plan as a
guide, and incorporated it in its communications both within the district and
with parent and community groups.

Continued the systematic improvement of K-5 reading
skills. A reading program, Success
For All, was implemented for kindergarten through fifth grade at three Title I
elementary schools while two non-Title I elementary schools began training
staff in the Cell/ExLL program. Four
additional Reading Recovery teachers were trained. These efforts contributed to the improved student achievement and
improved teacher proficiency in the teaching of reading.

Evaluation of the Even Start program. Pre- and post-data on school readiness were
collected and analyzed using the PPVT/TVIP measuring devices. The data showed that children in Title I
schools still lagged behind those in non-Title I schools, but that they were
making gains more quickly. This
reinforced the efficacy of Even Start interventions.

3.Areas
the School Districts’ Part III Report identified as in need of improvement at
the school site(s) and evidence for any deficiencies addressed.

Improve Writing Skills in Elementary Schools. Based on the performance on state writing
examinations, especially at the fourth grade level, the district determined
that there was much room for improvement in the writing skills of elementary
children in Carson City School District.

Bring District Curriculum into 100% Alignment with State
Standards. This goal was 75%
completed for reading, language, and math and nearly totally completed for
science at all school sites, but needed to be finished.

4.Summary of the School Districts’ plan for improvement at the school
site.

Improvement of Writing. Professional development in the traits writing process was
planned for elementary teachers in kindergarten through the fourth grade
classes in order to improve the writing skills of pupils at those levels and
lead to higher achievement.

Alignment of the Curriculum. Plans were made to continue the task of
aligning local curriculum with State Standards by: (1) offering in-service in
the process of curriculum mapping; (2) developing curriculum maps at each school
site focusing on the areas of reading, language, and math that are in
congruence with State Standards; and (3) reaching a consensus on the maps at
both the site and district levels. The target date set for completion of this
project was November 2000.

5.Sources of information to be used in determining effectiveness of the
plan for improvement.

Improvement in Writing. Improvement of fourth grade writing performance will be judged
by achievement as reflected by higher scores on the TerraNova and the fourth
grade state writing examination.

Alignment of the Curriculum. Completion of this task can be judged when
consensus has been reached as to whether the curriculum maps do indeed reflect
alignment with State Standards in each of the four areas.

6.Missing or incomplete data.

It was unclear whether the new Alternative High School had
been established as a separate site school or as merely a satellite of Carson
City High School.

The data on special programs were not aggregated for the six
elementary schools or for the two middle schools. For example, only district averages were given for art and for
music, rather than elementary averages and middle school averages. This made it difficult to analyze
participation at these school levels.

There was a slight difference in the K-5 retention figures
of the district and that listed in the State Accountability Data Tables for
1998-99.

7.Recommendations
of Panel members for improving analysis and use of accountability findings at
the school level and, if applicable, at the district level.

1. Aggregate
the data on average levels of participation in special programs by school level
(elementary, middle, and high school).

2. Clarify how the new Alternative High School is
to be classified in the future -- as a separate school or as a satellite of
Carson High School. If it is to be an
autonomous high school then all data need to be disaggregated. (This was clarified when the district
reviewed the report. It is a division
of the high school)

3. Secure
and utilize an outside monitor for the Success for All reading program. (It is
understood that this is happening).

Churchill County School
District

Accountability
Analysis

The Churchill County School
District Accountability Report for School year 1998‑1999 was in
compliance with both the spirit and letter of the law. There is congruency between data and those
areas reported an exemplary and well as those areas reported to be in need o f
improvement. Several suggestions are
made for improving the content and process of future reports.

1.A
summary of the student performance and school characteristics deemed relevant
to the evaluation of the district’s school performance based on data submitted
to the State Board of Education and LeBEAPE in Part I school reports and Part
II district-wide reports.

Number of Pupils

The Churchill Country School District served 4,824 students in
1998-1999, an increase of 1% over the previous year. Students attended schools at eight different locations, including
a pre-school, five elementary schools, a junior high, and a high school.

Student Attendance Rate

The attendance rate for the 1998-1999 school year was 93.7%,
just slightly lower than the rate of 93.9% for the previous year. Attendance rates for individual schools
varied from 92.5% at Churchill County High School to 95.6% at West End
Elementary.

Teacher Absence Rate

The teacher attendance rate in 1998-1999 was 92.9%, a slight
increase over the rate for the 92.6% previous school year.

Dropout and Non-Promotion
Rates

The
district reported a dropout rate of 4.0%, down from 6.6% the previous
year. The district reported an overall
rate of 1% of students being retained in grade level; the highest non-promotion
rate reported was first grade, which had a 5% retention rate.

Truancy Rate

The district reported a truancy rate of 2.6%; the two schools
with the highest rates were Churchill County High School (7.0%) and Lahontan
Elementary School (4.6%).

Transiency Rate

The district showed a transiency rate of 25%, the same as the
previous year. Lahontan Elementary had
the highest rate in the district (37%), followed by Numa Elementary (32%);
while Northside Elementary and Churchill County Junior High had the lowest rate
(18%).

Student/Teacher Ratios

Teacher/student ratios in most elementary grades had a range of
three or less; first grade classes, for example, showed a low of 1:15 and a
high of 1:17 and fifth grade classes ranged from 1:27 to 1:29. There were some exceptions: Lahontan
Elementary had a 1:25 ratio in the sixth grade, whereas the sixth grades in the
four other schools had a 1:29 ratio.
High school ratios in core courses ranged from 1:23 to 1:29. In general, the ratios were comparable to
those from the previous year.

Student / Counselor Rate

The Churchill County School District showed a counselor/student
ratio of 1:482, which is a slight increase over the previous year. The range was 1:358 to 1:693.

Suspension / Expulsion Rate

The district reported 201 instances of students being suspended
or expelled; of these, 156 disciplinary actions (77.6%) were taken for violence
to other students. Most suspensions for
violence toward students in 1998-99 took place at the junior high (53),
followed by the high school and West End Elementary (34 each). The previous year's report showed only 80
students being suspended/expelled for incidents in this category district-wide.

State Mandated Test Results:
TerraNova: Fourth Grade

Terra Nova Results

4th Grade

SUBJECT

%

BOTTOM QUARTER

%

TOP

QUARTER

AVERAGE
PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

37

21

18.9

15

15

22.6

39

49

54

Language

39

28

23.8

18

19

28.6

39

44

53

Math

35

22

17.4

12

23

29.5

39

52

59

Science

31

13

14.9

17

22

24.1

42

56

57

District scores at the fourth grade showed a consistent
pattern of improvement over the three- year-period from 1997 to 1999. These trends were also notable on a
school-by-school basis; for example, E. C. Best Elementary, which had been
designated as a school "In Need of Improvement" in 1997-1998, lowered
its percentage of students in the bottom quarter in reading from 44% to 21 %,
while doubling its percentage in the top quarter from 8% to 16%.

State Mandated Test Results:
TerraNova: Eighth Grade

Terra Nova Results

8th Grade

SUBJECT

%

BOTTOM QUARTER

%

TOP

QUARTER

AVERAGE
PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

22

16

18.4

27

27

34.4

55

56

59

Language

23

24

20.7

26

23

26.6

52

51

55

Math

26

27

21.8

28

26

31.1

50

51

56

Science

17

12

17.4

26

20

27.1

55

54

57

Test scores at Churchill County Junior High showed a trend toward
improvement in all four tested areas.
Though changes were not large, they were still notable.

State Mandated Test Results:
TerraNova: Tenth Grade

Terra Nova Results

10th Grade

SUBJECT

%

BOTTOM QUARTER

%

TOP

QUARTER

AVERAGE
PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

16

17

17.7

32

32

31.1

60

61

60

Language

16

16

16.8

26

30

28.6

55

58

58

Math

17

25

22.6

28

30

26.9

57

53

55

Science

10

7

12.5

37

30

38.6

66

64

66

Average percentile ranks at Churchill County High School also
showed small but steady growth over the three-year-period. Such growth was particularly notable since
the school started with above-average scores; for example, the percent of
students scoring in the top quarter in science improved from 37% to 40% during
this time.

State Mandated Test Results:
Writing Exam

Writing Examination

4th and 8th
Grade

MEASURED TRAIT

PERCENT PROFICIENT

4TH
GRADE

8TH
GRADE

97-98

98-99

99-00

97-98

98-99

99-00

Ideas

NA

NR

62.1

56.0

83.0

80.4

Organization

NA

NR

58.9

57.0

81.0

76.1

Voice

NA

NR

59.7

53.0

75.9

76.4

Conventions

NA

NR

57.0

66.0

72.3

66.5

Over half of the students in Churchill County, at both 4th
and 8th grade, showed proficiency in each of the four
categories measured by the state writing examination. Eighth grade scores were consistently higher than those
for 4th grade.

State Mandated Test Results:
High School Proficiency Exam

High School Proficiency
Examination

PERCENT
PASSING

%

DENIED DIPLOMA

READING

MATH

WRITING

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

98.0

92.8

99.1

100.0

96.0

98.3

100.0

96.8

99.1

NA

NA

2

After a decline in all three areas in 1997-98, the district
showed an improvement in all three measured areas in 1998-99. Ninety-eight percent of seniors passed the
proficiency examination.

ACT / SAT Results

ACT Results

%
SENIORS TAKING ACT

ACT
COMPOSITE SCORE

1996-97

1997-98

1998-99

1996-97

1997-98

1998-99

51

40

53

22.1

21.9

21.9

SAT Results

%
SENIORS TAKING SAT

SAT

VERBAL AVERAGE

SAT

MATH AVERAGE

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

30

14

16

418

508

578

508

496

560

The
percentage of seniors taking the ACT examinations decreased in 1998-99 from
1997-1998 an increased slightly for those taking the SAT. Scores on the ACT have remained steady at 22
over the last three years. Scores of
1999 graduates on the SAT represented an improvement on both the Verbal and
Math portions over those of the prior year, resulting in an average composite
score of 1138. Churchill County
students’ average scores exceeded the national average on both these tests.

Special Programs

District-wide in Churchill County, 18% of elementary students
participated in special education programs, an increase of 3% over the previous
year; participation at the secondary level was 11%. At the elementary level, 100% of students participated in art,
music, physical education, and computer instruction. Thirty-percent of elementary students participated in the
free-and-reduced price meal program.

At the elementary level, 5% of students were in the gifted
and talented program; at the high school, 4% of students were in advanced
placement courses, and 37% took a foreign language course. Special education participation was up 1% at
both secondary schools from 12 to 13 percent at the junior high school and from
9 to 10 percent at the high school

Teachers

All of the teachers in Churchill County hold licenses in
their teaching fields. Data on teacher
education and experience reflected a stable teaching force. Although nearly half of the faculty (49%)
has ten or more years of experience, comparatively few teachers hold advanced
degrees, as previously noted. Persons
outside their respective area of licensure taught none of the core secondary
courses.

Technology /
Computers

The overall computer/student ratio in the district was
reported at 1:8 with 1:10 being the highest at any school. All computers available for student instructional
use were at the Pentium level and use Windows 95. Internet connectivity greatly increased, and the number of
classroom computers (as opposed to those in labs) grew from 64 to 254. District fiscal commitment for technology
remained high, and the district took significant steps to meet recommendations
given in the previous report.

Remedial College Courses
(UCCSN Class Enrollments.

The Churchill County School District reported that 7% of
their recent graduates enrolled in remedial courses.

Expenditures

For the 1998-99 school year, the district showed a per-pupil
expenditure for instruction at $3,924, slightly lower than the state average,
and a decrease from $4,063 the previous year.
On the other hand, per-pupil expenditures for administration rose $521
to $712, about $100 above the state average.
Increases were also noted in the areas of operations, staff support, and
student support.

Parent Involvement

The percentage of parents attending the first school
conference was reported as 47%, similar to the 48% reported in the previous
year. At the elementary level, these
figures ranged from a low of 51% at Numa Elementary to a high of 96% at West
End. The figures for the junior high
(15%) and the high school (7%) were significantly below those for the earlier
grades. The previous year each
secondary school showed an 11% rate of involvement, and this continued to be
quite low.

2.Areas the School Districts’ Part III Report identified as examples of
exemplary achievement at the school site and/or areas of improvement in
outcomes from those reported in the previous year and evidence that the areas
were exemplary or improved.

The Churchill County School District showed considerable
improvement in student achievement as measured by required examinations. Staff development was provided in several
areas to support faculty with curriculum improvement and integration of
technology. Over the three-year period
covered in this report, the high school dropout rate was reduced from 11% to
4%; new alternative education programs were used in this effort. Churchill County High School reported that
all advanced placement English students who took the national test in 1999
scored high enough to receive college credit for their work. (The number or percent of these students who
took the national AP English test was not reported which the review panel
believes to be of importance and interest.) The district also made considerable
progress in the area of technology use.

3.Areas
the School Districts’ Part III Report identified as in need of improvement at
the school site(s) and evidence for any deficiencies addressed.

The district had identified student attainment of academic
skills as a major priority, and took steps at both the district and school
level to improve results. Honors
programs were expanded, and alternative education programs established. Technological capacity within the district
was also been greatly enhanced.

Each school report gave solid evidence of progress toward
goals in these areas and outlined the steps taken to achieve such growth.

4.Summary
of the School Districts’ plan for improvement at the school site.

District-wide and at the individual schools, there were
clear presentations of past goals, and data relevant to the achievement of such
goals were provided. Schools reports
provided evidence of activities such as the implementation of a writing
improvement plan and expansion of tutoring programs. These are commendable.
What would be useful, however, is to supplement the look backward with a
look forward what are the goals for the future and what steps are being taken
to reach them?

5.Sources
of information to be used in determining effectiveness of the plan for
improvement.

The district report relied upon scores on state-mandated
exams, attendance rates, fiscal information, etc. This material was presented accurately and in clear, accessible
formats.

6. Missing or incomplete data.

Except as noted in section 4 above, the Churchill County
School District provided all data required for the accountability process.

7.Recommendations of Panel members for improving analysis and use of
accountability findings at the school level and, if applicable, at the district
level.

1.Statements of
past goals and progress toward them were well covered in the report. However,
given the timing of the accountability process, the district should also be
able to provide insight on future goals and the activities planned to achieve
them. No doubt, given recent
accomplishments, such plans exist, and inclusion of them would reinforce the
focus on continual improvement, which the district appears to be implementing.

2.Parental
involvement in the district, especially at the secondary level, continues to be
quite low. The district should develop
plans at the individual school level to increase such involvement, using a
variety of methods, especially at the secondary level. Although this report used data only from the
first parent conference, other indicators could be developed at the local
level.

Clark County School District Accountability
Analysis

Accountability
Analysis

The introductory section of the district
report includes all of the necessary information: mission statement,
superintendent's message, district highlights, and specific goals, with a
description of progress toward those goals.
The goals ranged from strengthening the link between student achievement
data and school performance to increasing parent and community involvement in
the schools. Highlights included the building program and the accomplishments
of the Human Resources Division in hiring over 1,100 new teachers each
year. The Clark County School District
report should be used as a model.

1. A summary of the student performance and school characteristics
deemed relevant to evaluation of the district’s school performance based on
data submitted to the State Board of Education and LeBEAPE in Part I school
reports and Part II district-wide reports.

Number of Pupils

The district-wide pupil enrollment increased from 190,822
(1997-98) to 203, 777 (1998-99), an increase of 6.8%. There are 227 schools in
the district in various configurations, including 147 elementary schools, 34
middle schools, 28 high schools, 14 alternative schools and 4 special
schools.

Student Attendance

The student attendance rate was 93.3% in 1998-1999 compared
to 92.0% for the previous year for an increase of 1.3%. There was no elementary
school where attendance fell below 90%. Western High School’s attendance rate
for the last two years; 1997-98 (84%) and 1998-99 (86%) stands out as quite low
when being compared with the rest of the high schools.

Teacher Attendance Rate

The teacher attendance rate increased from 94% the previous
year to 95% in 1998-99.

Dropout/Retention Rate

The dropout rate for grades 9-12 was 9% representing a
decline of 3% from last year’s rate of 11.8%.
Twenty high schools showed a decline in dropouts; for example, some
schools declined from 14% to 2%, 13% to 3%, 18% to 12% and 12% to 6%. Five high schools remained the same and none
had substantial increases in dropouts.
The retention rate in K-7 ranges from 0-2%, with a median of 1%.

Truancy Rate

The school district defines habitual truancy as 3 unexcused
absences and reported a 0.4% district-wide habitual truancy rate for the
1998-1999 school year.

Transiency Rate

The transiency level has decreased district-wide by 2% from
45% in 1997-98 to 43% in 1998-99. In an
analysis provided by the district, eighth grade students with two or more years
in the district consistently perform higher on the TerraNova tests than
students from the same schools with fewer than two years in the district. The margin at the eighth grade between
students with two or more years residency and students with fewer than two
years is somewhat greater for the subset of high transiency schools than for
the district. Also, and even more
significant, is that high transiency schools score lower than the district as a
whole. “Newer” students are more
behind in the district than “established” students. Tenth grade-students from the high transiency schools
consistently showed a lower performance on TerraNova tests than students with
two or more years than for the district overall. Equally significant is that the high transiency schools score
lower than the overall district with the contrast becoming larger for students
with fewer than two year years.
Apparently high transiency has a cumulative effect. Newer students at grade 10 score
considerably lower than district averages, this is probably due to the
cumulative effect of constantly moving.

Student/Teacher Ratio(s)

The 1998-99 student teacher ratios vary from 24:1 in
kindergarten (constant over last 2 years); 16:1 in grades one and two (no
change from previous year) with range of 12-18:1 in grade one and in grade two
and 19:1 (decrease by 4 students from
previous year) in grade three with a range of 14-21:1; 28:1 in grade four
(decrease by 1 student from previous year) and grade five has remained constant
at 28:1. The school district includes
grades 6-12 under secondary for student/teacher ratios. The class size average in all content areas
is 28:1, with the exception of English reported as 27:1. This is consistent with the report from the
previous year except for social studies, which decline by one student from the
previous year.

Student Counselor Ratio

The district-wide counselor/student ratio showed a slight
improvement from 1997-1999 to 1998-1999 declining from 1:553 to 1:521. The range, however, was quite wide with one
elementary school (Garehime) having a ratio of 1:2074.

Suspension/Expulsion Rate

Possession and/or use of controlled substances, and
possession and/or use of alcohol have both shown substantial increases from 1997-98
to 1998-99, there is also an increase in student-to-student acts of violence.
The incidences of possession of weapons remained virtually flat despite growth
in student population. At the
elementary school level, Christensen reported five cases of violence to staff
and Gragson and Harmon both had 11 incidences of violence to students.
No
school reported more than 3 incidences of violence to other students for the
year reviewed, In the middle schools, by far the highest suspension/expulsion
rate came from violence of students-to-students, but there is an extreme
variance of reported acts of violence.

The range of the suspensions at middle schools varies from 0
to 355, with 66 reported incidences as the median. For example, O’Callahan,
Corteney, and Johnson Middle Schools have significantly higher violence
incidences when compared to the other middle schools. The reported incidences of violence to other students, in the
high schools, ranged from 0-121; the median was 65. Mojave, Silverado, and Clark reported 121, 111, and 109,
respectively. Several schools showed
high increases when comparing the 1997-98 data to the 1998-99 report. Violence toward staff was reported in single
digits consistent with last year’s report.
Drug possession incidents in middle schools ranged from 0-12, with most
of the schools reporting 0 incidents.
Drug and alcohol possession, at both middle and high school levels,
ranged from 0-11, with 2-3 incidences being more indicative of the number
reported in the individual schools.

State mandated testing
results

State mandated testing results were reported for the
TerraNova, Writing Proficiency, and High School Proficiency by individual
schools and the district level. The
results reported here are from the Clark County School District report and the
State Data Tables. There was total
consistency in both reports.

State Mandated Test
Results: TerraNova: Fourth Grade

Terra Nova Results

4th Grade

SUBJECT

%

BOTTOM
QUARTER

%

TOP

QUARTER

AVERAGE
PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

25

21

25.5

19

16

18.3

48

48

48

Language

21

22

21.0

31

27

30.7

56

53

57

Math

21

20

18.0

26

29

32.0

54

56

59

Science

27

18

27.9

18

17

16.6

46

50

45

While the TerraNova results for the fourth grade in the
Clark County School District have been relatively stable over the past three
years, there is a wide range of individual school results. Of great concern are the results of both
Fitzgerald and Madison schools. Both
schools have been designated “In Need of Improvement “ for the past three
years. In the cases of both Fitzgerald
and Madison, average percentile scores have changed from 1997 to 1999 as
follows:

An even more informative statistic is the relative percent
of students who are in the bottom quarter of the norming populationall
taking the test:

Fitzgerald Madison

Reading 66 to 54 Reading 60 to 62

Language 62 to 55 Language 58 to 57

Mathematics 68 to 41 Mathematics 58 to 46

Science 81 to 67 Science 73 to 70

While progress has been made in improving student scores,
this is noted as a continuing concern, particularly in light of significant
state remediation funds and intervention by the State Department of Education
targeted at these two schools. The
district tested at least 91.4% of eligible students at every school with many
schools testing 100%. Of note is the
fact that Odyssey Charter School tested only 77.5% of eligible fourth graders.

State Mandated Test
Results: TerraNova: Eighth Grade

Terra Nova Results

8th Grade

SUBJECT

%

BOTTOM
QUARTER

%

TOP

QUARTER

AVERAGE
PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

25

22

27.1

24

24

23.5

50

52

49

Language

25

25

25.8

23

23

23.7

50

49

50

Math

29

26

26.9

23

24

23.8

47

48

48

Science

29

19

29.8

17

16

17.4

44

49

44

For
1999-2000, the percent of eligible eighth graders completing the TerraNova
tests is reported as 98.3 % in the district table.

There were three middle schools designated as “In Need of
Improvement”

John C. Freemont Middle School

Roy W. Martin Middle School

Von Tobel Middle School

There were several other middle schools where at least 40%
of the students taking the exam scored in the bottom quarter in one or more
testing areas. A few of these same
schools just missed being recognized for “In Need of Improvement” by a few
percentile points in the fourth area.
These schools should be well aware that without intervention, they could
slip in to this category quite easily.

State Mandated Test
Results: TerraNova: Tenth Grade

Terra Nova Results

10th Grade

SUBJECT

%

BOTTOM
QUARTER

%

TOP

QUARTER

AVERAGE
PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

22

27

25.7

27

25

24.5

55

50

51

Language

19

18

22.3

27

26

26.4

54

55

53

Math

24

26

25.5

26

26

28.8

52

51

53

Science

21

12

25.4

26

22

25.2

53

56

50

The percent of eligible tenth graders completing the
TerraNova test is reported as 95.2% in the district table.

Mojave High School was identified as “In Need of
Improvement”. Desert Pines High School
and Keystone Charter had at least 40% students scoring in the bottom quarter in
3 of the 4 subject 4 areas. Again, this result should serve as a caution
to encourage these schools to initiate programs that will assist in raising
student performance.

State Mandated Test Results:
Writing Exam

Writing Examination

4th and 8th
Grade

MEASURED TRAIT

PERCENT
PROFICIENT

4TH
GRADE

8TH
GRADE

97-98

98-99

99-00

97-98

98-99

99-00

Ideas

NA

60.7

51.4

62.1

74.4

77.1

Organization

NA

53.9

48.0

61.2

70.5

74.2

Voice

NA

56.4

46.4

58.4

70.9

72.1

Conventions

NA

57.3

51.8

68.1

65.1

71.6

Scores on the fourth grade Writing Examination were
down from the previous year although they closely paralleled the statewide
average. The percent of eligible eighth
graders completing the Writing Proficiency Examination was reported as
95.6% in the district report. As the
tables illustrate the district continues to demonstrate improvement on the 8th
grade exam and is just below the statewide average in all areas.

State Mandated Test
Results: High School Proficiency Exam

High School Proficiency
Examination

PERCENT
PASSING

%

DENIED
DIPLOMA

READING

MATH

WRITING

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

96.8

96.7

96.1

97.4

96.8

91.8

97.8

97.3

97.2

NA

NA

5.6

Reading and writing scores changed little from 1998 to 1999. Math,
however, showed a significant decline where only 91.8% passed this portion of
the proficiency examination compared to 96.8% in 1998. The district reported a 5.611%
proficiency test failure. This
percentage reflects June seniors who were credit sufficient but did not receive
a diploma because they did not pass one or more portions of the exam.

ACT/SAT Results

ACT Results

%
SENIORS TAKING ACT

ACT COMPOSITE SCORE

1996-97

1997-98

1998-99

1996-97

1997-98

1998-99

25.9

23.7

22.4

21.2

21.4

21.4

SAT Results

%
SENIORS TAKING SAT

SAT

VERBAL
AVERAGE

SAT

MATH
AVERAGE

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

23.6

23.2

23.3

502

504

506

512

513

517

The
average performance on the ACT exam was 21.4 for 1998-1999 for the 22.4% of
eligible students district-wide taking this exam. The average score was the same as the previous year. Twenty-three percent of the seniors took the
SAT with a verbal average of 506 and a math average of 517. This was a two-point increase in verbal and
a four-point increase in math compared to seniors the previous year. The national average for the ACT is 21 and
the SAT national averages are 505 for verbal and 5112 for
math in 1998-1999.

Technology/Computers

The percent of classrooms with Internet access increased
from 11% to 46%; computer labs with Internet access increased from 33% to 51%;
and libraries with Internet access increased from 31% to 50%. Overall, the computer-to-student ratio
improved from 1:17 to 1:9 in the 1998-99 school year. The range for individual schools was from 3 to 29 students per
computer.

Teacher
Preparation/Experience

Forty-seven percent of the teachers have a bachelor’s degree
and 52% have master’s degrees, with 1% having a doctoral degree. The district showed 14% new teachers each
year (1997-1998 and 1998-1999).
Twenty-seven percent have 1-3 years experience, 16% have 4-6 years
experience, 15% have 7-9 years experience, and 28% have 10 or more years
experience. Ninety-eight percent are
teaching within their area of licensure.

Remedial College Courses
(UCCSN Class Enrollments)

The high schools had 12% of their recent graduates enrolled
in remedial collegeclasses.
The percentage varies from school to school with a 0% to 18% variance as
reported in the district report.

Supplemental Assessments

The district uses the TerraNova in grade 6 to determine
levels of achievement and to assist in identifying students with special
needs. It administers the Test of
Cognitive Skills (TCS/2), and uses these results with the achievement test
results to determine areas of strengths and weaknesses for individual students,
schools and the entire district. In addition the district uses the
Curriculum-Based Assessment Program
(their own criterion referenced tests) for assessment/diagnostic
purposes.

Special and Highlighted
Programs (K-12)

Several demographic indicators increased with the overall
enrollment increase. The percentage of
K-8 children qualifying for free lunch and reduced lunch was up from the
previous year, 38% to 39%. Participation
in the English Language Learners Program increased from 10% to 12% in 1998-99
and the percentage of K-8 students qualifying for Title I services jumped from
9% to 14%. This increase also reflects
a change in Title I service recipients from selected individuals to school-wide
programs.

Special and Highlighted
Programs (Elementary)

Clark County School District reports 0% participation in
migrant education in the elementary schools except for 2% in the Virgin Valley
Elementary School. Special education
participation ranges from 57% to 29%, consistent with numbers
from last year. English as a Second
Language participates may be varied from school to school. Herron had 61% while Martha King ES reported
0%. Elementary students participated fully
in music, art, physical education and computer education.

Special and Highlighted
Programs (Secondary)

Clark County School District reports 0% participation in
migrant education in middle and high schools.
Special education, in the middle schools, ranges from 8% to 20%,
consistent with numbers from last year.
The high schools range from 2% to 20% for special education
placements. The results are very
similar to the results reported in the previous year. English as a Second Language programs for middle and high
students show similar numbers as reported in the previous year. Middle schools show a range of 0% to 45%,
with several schools reporting a 5% increase and high schools with a range of
0% to 21%. The percentage of middle
school students in gifted programs remains consistent with last year’s
report. The range is from 0% to 15%,
with slight increases and decreases from a few individual schools. High schools do not report student numbers
for gifted programs, however they do report a range of 0% to 17% participation
in advanced placement classes among the high schools, again consistent with
percentages reported last year. Music
and art had participation percentages that varied from 0% to 72% in secondary
schools, consistent with percentages reported last year. Occupational education ranges from 25% to
100% participation and Athletics participation ranges from 1221%
to 72%. The middle schools report a
very small percent (0% to 64%) participation in athletics.

Expenditures

The average per-pupil expenditure in 1998-1999 was reported
as $3,269 for instruction, $624 for administration, $521 for building
operations, $301 for staff support, and $455 for student support. Total per-pupil expenditure is $5,170. This is an increase of $272 over previous
year, with a $203 increase in per-pupil instructional costs over the previous
year.

Parent Involvement

The percentage of parents participating in parent-teacher
conferences increased from 91% to 92% at the K-5 level; however participation
dropped at the secondary level from
61% to 60%, with an overall district-wide parent participation at 77%, up 1%
from the previous year.

2.Areas
the School Districts’ Part III Report identified as examples of exemplary
achievement at the school site and/or areas of improvement in outcomes from
those reported in the previous year and evidence that the areas were exemplary
or improved.

The Advanced Technology Academy was identified as an “exemplary”
school and the Las Vegas Academy as a “high achieving” school. These two high schools have high attendance
rates, high-test scores, high parent participation, and low student/computer
ratios. The district’s 8th
graders continue to improve their scores in the eighth grade writing exam. The
district’s seniors continue to score above the national norm on the ACT and
SAT. The dropout rate has declined for
at least 2 years in a row, even though the district continues to grow at a high
rate. An additional achievement is the
increase in internet access.

For each school site, areas
of exemplary achievement were listed.
The range of areas was diverse but most centered on academic
achievement/improvement and attendance.
In every case data were provided to support the listing. The Part III section of the Clark County
School District’s report is thorough and concise and should be considered as a
model for districts that are struggling with their own Part IIIs.

3.Areas
the School Districts’ Part III Report identified as in need of improvement at
the school site(s) and evidence for any deficiencies addressed.

Most areas identified for need of improvement at each school
centered on improving academic achievement.
Several schools identified and included plans for improving attendance,
parental involvement and student behavior.

Some of the middle schools that have high
suspension/expulsion rates are not specific how they attack this problem.

As was the case with Section 2, each school site listed
areas of need and, in the case of lower performing schools the lists were
extensive. The range of areas was
diverse but most centered on academic achievement/improvement. In every case data were provided to support
the listing. Again, the Part III
section of the Clark County School District’s report is thorough and concise
and should be considered as a model for districts that are struggling with
their own Part IIIs.

4.Summary
of the School Districts’ plan for improvement at the school site.

Plans for improvement were in evidence for all schools. All appeared to be on target given the data
provided for each school. While the
sheer number of schools precludes anything except examples, the following are
provided as such: A number of academic
enhancement programs were listed as being put into operation in the elementary
schools section. The three middle
schools ( Fremont, Martin, Von Tobel) that have been designated as “In Need of
Improvement” have specific site goals and programs in place to work on
improving student performance by implementing the recommendations of the Clark County School District Mathematics
Audit Team and by incorporating the four writing traits in written exams; it is
also obvious that these schools are attempting to get higher parent participation
in the academic endeavors of the students.
The one high school (Mojave) designated as “In Need of Improvement”
analyzed its test results and has implemented a plan to meet these deficiencies
by providing outside resources and faculty development activities in addition
to designing a plan to emphasize and support a safe, respectful school.

5.Sources
of information to be used in determining effectiveness of the plan for
improvement.

In addition to the primary sources of information/data
(TerraNova, writing exams, proficiency exams, and the Test of Cognitive Skills,
Second Edition ) used in determining the effectiveness of the improvement
programs, the district uses aptitude tests and district audit teams.

6.Missing or
incomplete data.

No missing data were noted

7.Recommendations
of Panel members for improving analysis and use of accountability findings at
the school level and, if applicable, at the district level.

There is a multitude of evidence of positive efforts to
increase student achievement and to meet the state standards and there is
evidence of some real success. However,
as mentioned last year, it may be appropriate to spend some significant time on
developing programs and intervention that will assist in having more students
scoring in the top quarter and simultaneously move students out of the bottom
quarter. Many of the sites are getting
better at focusing goals on specific needs for improvement, however some are
still vague on how they prioritize goals.

In addition the reviewers offer the following
recommendations:

That considerable
improvement of achievement scores at the two elementary schools, Madison and
Fitzgerald, be made a top priority of all agencies involved. Progress is occurring but the scores are
much too low over the three-year period examined.

That
Part I building reports be more user friendly by avoiding acronyms for tests
and diagnostics that parents or other reader may find confusing.

1. That
the Part I building reports include mention of all areas that are needing
attention (and improvement) and should explain that while all issues merit
concern only a few can be actively addressed effectively at any one time.

2. That Part I building
reports include a more detailed action plan for all listed goals. (some are specific but many are not)

3. That a glossary of acronyms be provided with the Part I reports.

The
Clark County School District is commended for addressing each of the
recommendations from last year’s review panel.

Douglas County
School District

Accountability Analysis

The Douglas School District
Accountability Report for School year 1998‑1999 was in compliance with
both the spirit and letter of the law.
It should be considered as a model for districts wishing to improve
their report. A few suggestions are
offered for making for report more user friendly.

A summary of the student performance and school characteristics
deemed relevant to the evaluation of the district’s school performance based on
data submitted to the State Board of Education and LeBEAPE in Part I school
reports and Part II district-wide reports.

Number of Pupils

During
the 1998-99 school year, enrollment was 7,322, an increase of 20 students or
less than one half of one percent over the previous year. Students attended seven elementary schools,
three middle schools, and two high schools.

Student Attendance Rate

The student attendance rate was 94%, which was slightly
higher than the statewide rate (93.3%) and very close to the 93.9% rate for the
previous year.

Teacher Attendance Rates

The teacher attendance rate was 96%, an improvement of 2%
over the previous year and was one percent higher than the statewide rate.

Dropout and Non-Promotion
Rates

The dropout rate in grades nine through twelve was 4.1%
representing an improvement from the previous year's rate of 5.8% and well
below the statewide rate of 7.8%. Rates
of non-promotion in the elementary grades (K-5) averaged about one half of one
percent, and were only slightly higher in grades 6-8 where the average was 0.57%.
All rates were below the statewide rate except at the second grade,
which equaled the statewide rate

Truancy Rate

Truancy was reported at 1%, unchanged from 1997-98.

Transiency Rate

The transiency rate was 21%, an increase of 1% over the
previous year.

Student/Teacher Ratio

The average teacher/student ratios in the elementary grades
were 1:22 in kindergarten, 1:16 in first grade, 1:17 in second, 1:19 in third,
1:25 in fourth, 1:26 in fifth, and 1:25 in sixth grade. Average class sizes at the secondary level
(grades 7-12) were 20 students in English and social studies classes, and 19 in
math and science classes. Class size
averages were all lower for high school grades than for the middle school grades.

Student/Counselor Ratio

The report of counselor/student ratio for elementary schools
ranged from 1:76 to 1:684. The middle
school ratios varied from 1:303 to 1:402, and the two high schools had ratios
of 1:266 and 1:365. The reported
district-wide student/counselor ratio was 1:455.

Suspension/Expulsion Rate

The district reported an increase in suspension/expulsions
for violence to other students, and a decrease in such disciplinary actions for
violence to staff. There were 166
instances of suspensions or expulsions for violence to other students in
1998-99 as compared with 111 instances in 1997-98. Disciplinary actions for violence toward staff fell from thirteen
to eight during the same period.
Instances of suspensions or expulsions for possession of weapons were
similar in the two years (18 in 1998-99 as compared with 17 in 1997-98). Suspensions or expulsions for distribution
of controlled substances fell from four to two, but such disciplinary actions
for possession of a controlled substance rose from 12 to 22. In contrast, such disciplinary actions for
possession of alcohol fell from 18 to 10.

State Mandated Test Results:
TerraNova: Fourth Grade

Terra Nova Results

4th Grade

SUBJECT

%

BOTTOM
QUARTER

%

TOP
QUARTER

AVERAGE
PERCENTILE RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

16

12

20.3

29

23

25.7

59

58

55

Language

15

18

18.5

33

24

33.1

62

55

60

Math

9

12

21.2

32

30

22.3

63

60

52

Science

14

8

16.1

27

28

24.9

59

62

56

In
comparison with October of 1997 performance, slight declines were noted in
reading, language, and science scores in October of 1999. The decline in
mathematics was somewhat larger -- eleven percentile ranks. Scores at all but one elementary school
were lower or the same in mathematics on
the TerraNova. Although performance at
Zephyr Cove Elementary School approached levels that would have resulted in the
high achievement designation, all elementary schools were in the adequate
achievement level of accountability designations. The percent of eligible fourth graders completing the TerraNova
tests was reported as 99% in the district table.

State Mandated Test Results:
TerraNova: Eighth Grade

Terra Nova Results

8th Grade

SUBJECT

%

BOTTOM QUARTER

%

TOP

QUARTER

AVERAGE PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

11

15

13.2

33

32

33.2

64

60

63

Language

11

18

14.1

30

29

32.3

61

56

61

Math

11

12

12.6

39

39

37.9

67

64

65

Science

15

5

11.3

25

27

30.1

56

62

62

Negligible change was noted for eighth grade TerraNova
results except for science where a six percentile rank increase was recorded
from 1997 to 1999.

All middle schools were in the adequate achievement level of
accountability designation. The percent
of eligible eighth graders completing the TerraNova tests was reported as 99%
in the district table.

State Mandated Test Results:
TerraNova: Tenth Grade

Terra Nova Results

10th Grade

SUBJECT

%

BOTTOM
QUARTER

%

TOP

QUARTER

AVERAGE
PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

17

12

14.2

29

33

37.6

58

65

64

Language

20

8

11.4

27

31

31.5

54

63

62

Math

18

12

11.1

35

35

40.2

60

64

68

Science

20

3

14.6

33

35

40.6

57

68

66

Performance for tenth graders
demonstrated solid improvement in all subject areas from 1997 to 1999. The average gain in reading was six
percentile ranks, in language and math the gain was eight percentile ranks, and
science showed a nine percentile rank improvement over the reported years.

Both high schools were in the adequate achievement level
of accountability designation. The percent of eligible tenth graders completing
the TerraNova tests was reported as 99% in the district table.

State Mandated Test Results:
Writing Exam

Writing Examination

4th and 8th
Grade

MEASURED TRAIT

PERCENT
PROFICIENT

4TH
GRADE

8TH
GRADE

97-98

98-99

99-00

97-98

98-99

99-00

Ideas

NA

NR

62.8

77.0

80.1

88.6

Organization

NA

NR

55.5

78.0

77.2

86.7

Voice

NA

NR

52.4

74.0

78.0

85.5

Conventions

NA

NR

55.9

79.0

71.1

81.5

Results for the fourth grade Writing Proficiency
Examination were above state averages on all traits. The eighth grade performances showed strong improvement over
prior years and were well above state averages. The percentages of eligible fourth and eighth graders completing
the Writing Proficiency Examination were not reported at the district or school
levels.

State Mandated Test Results: High School
Proficiency Exam

PERCENT
PASSING

%

DENIED
DIPLOMA

READING

MATH

WRITING

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

99.0

99.0

NR

100

99

NR

99

99

NR

NA

NA

0.2

The
1998 passing rates were not reported at the district level and were obtained
from the state data tables, which showed only 0.2 being denied a diploma.

ACT/SAT Results:

ACT
Results

% SENIORS TAKING ACT

ACT COMPOSITE SCORE

1996-97

1997-98

1998-99

1996-97

1997-98

1998-99

41

31

33.3

22.0

22.1

22.3

SAT Results

% SENIORS
TAKING SAT

SAT

VERBAL
AVERAGE

SAT

MATH
AVERAGE

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

32.0

35.9

27.0

516

514

526

516

515

526

The average performance on the ACT exam was 22.3 for the
33.3% as compared to 31% the previous year.
This was higher than the national average of 21. Twenty-seven percent of Douglas County
seniors took the SAT with a verbal average of 526 and a math average of 526.
These performances, also, were higher than the national SAT averages of 505 for
verbal and 512 for math, though the percentage of students taking this college entrance exam declined from the
prior year.

Special Programs

At both the elementary and secondary schools, 11% of students
participated in special education
programs and 4% in programming for English as a Second Language. Free- and reduced-price meals were provided
for 21% of students. No students were
involved in migrant education programs.
All elementary students took classes in art, music, physical education,
and computer applications. Three
percent of elementary students were in the gifted and talented program.

students were enrolled in
advanced placement courses. District-wide,
39% of secondary students had foreign language instruction, and 53% took
occupational education courses. A
larger percentage of Whittell High students (46%) took foreign language classes
than at Douglas High (32%); while more Douglas High students (46%) took
occupational education classes than did Whittell High students (7%).

Teachers

Of
teachers in Douglas County, 69% have bachelor’s degrees and 31% hold master’s
degrees. Fifty percent of teachers have
ten or more years of experience. Classes
taught by teachers outside their areas of licensure included 4% of English and
occupational education classes, 5% of mathematics classes, and 2% of social
studies classes.

Technology /Computers

Four of the seven elementary schools provided Internet
access in either the library or a computer lab with no classroom access in the
elementary schools. One of three middle schools provided access to the Internet
both in a computer lab and in classrooms. The remaining two middle schools did
not provide Internet access. In
contrast to the limited access in elementary and middle schools, both high
schools provided Internet access in their libraries, computer labs, and
classrooms. The district wide ratio of
students to computers was 8.5:1 with slightly lower rates for the high school
students than for students in the earlier grades an is lower than the statewide average.

Remedial College Courses
(UCCSN Class Enrollments)

The Douglas County
School District reported that 14% of their recent graduates enrolled in
remedial courses.

Expenditures

Average per-pupil expenditure was reported as $3,252 for
instruction, $598 for administration, $708 for building operation, $383 for
staff support, and $531 for student support.
Total per-pupil expenditure was $5,472.
This compares with $3,546 for instruction, $586 for administration, $684
for building operation, $225 for staff support, and $563 for student
support. Total per-pupil expenditure
was $5,472 for the previous year.

Information on revenues/resources was provided as follows:
state, 42%; federal, 5.2%; local, 45.5%; and opening balances of 5.1%. Amounts of funding for remedial education
were reported with a total of $230,741.

Parent Involvement

Parent participation rates in the fall conferences were 91
to 100% for the elementary schools and 39 to 71% for secondary schools, with a
district average participation rate of 72%.

1.Areas the School Districts’ Part III Report identified as examples of
exemplary achievement at the school site and/or areas of improvement in
outcomes from those reported in the previous year and evidence that the areas
were exemplary or improved.

Part III of the Douglas
County reports provided dense tabular school level reports, which detailed the
status of the district's accountability program. Listed in these tables were
identified areas’ of exemplary achievement or improvement, evidence of the
reported areas exemplary achievement or improvement, model programs, areas’ in
need of improvement, evidence of the identified deficiencies, and school
improvement plans to impact the identified need areas. Most frequently mentioned were areas
exemplary achievement on local, state, and national achievement measures. Evidence to support the accomplishments was
based on documented improvement in test performance and improvement on test
performance over previous years. Also identified were improvements in
interpersonal relations, disciplinary problems, and dropout rates. Evidence to support these improvements was
derived from reduced rates of disciplinary referrals, suspensions, and
dropouts.

Other areas of accomplishment included restructured
scheduling, which resulted in greater student accessibility to an increased
array of offerings including new remedial programs. Additionally, an active and enhanced high school
career-counseling program was credited with a high rate of application and
acceptance in post-secondary education.

3.Areas the
School Districts’ Part III Report identified as in need of improvement at the
school site(s) and evidence for any deficiencies addressed.

The most frequently noted areas needing improvement at the
elementary level were reading and language arts. At the middle school level, reading and science achievement were
recognized as in need of improvement. High schools reported needs in the areas
of reading, math, and science achievement.
Evidence of the identified deficiencies was derived from Terra Nova
scores, Nevada Writing Proficiency Examinations, High School Proficiency
Examinations, and district testing programs.

4.Summary
of the School Districts’ plan for improvement at the school site.

Detailed and appropriate programming and increased attention
were listed for each area in need of improvement at the school level.

5.Sources
of information to be used in determining effectiveness of the plan for
improvement.

Evidence to be used for determining the
effectiveness of the plan for improvement included TerraNova scores, Nevada Writing Proficiency Examinations, High
School Proficiency Examinations, and district testing programs.

6. Missing or incomplete data.

·Check headings for special
program report (the elementary levels show some K-12 headings and the secondary
levels have the sameK-12, K-6). It seemed there may be some confusion.

·Report ratios as number of students to oneteacher
or counselor, i.e., 10:1 rather than 30:3.

·Provide district level scores for TerraNova and other tests
for prior years for at least two years.

· Provide
percent of eligible students tested for State Writing Proficiency Examinations

· The percent
passing the High School Proficiency Exam.

7. Recommendations of Panel members for
improving analysis and use of accountability findings at the school level and,
if applicable, at the district level.

The Part III section for Douglas County provided a clear
and concise report on the fiscal and non-fiscal impact of accountability
reporting to the public. This report
was followed by a dense and detailed tabular accounting of the implementation
of the accountability program at each school site. It was clear that there is central leadership and coordination in
the implementation of the accountability program.

As in previous reviews, the panel wishes to recognize
Douglas County School District for the quality of its reporting. What is far more important to recognize is
the level of integration of accountability processes into its administrative
operation and curricular/instructional planning of the district. At one extreme, accountability reporting may
be viewed by a school district as an obtrusive and onerous requirement that is
put upon the district. Douglas County’s
response to the accountability stature is at the other extreme. The standing District Accountability
Committee and School Accountability Committees continue to provide a focus on
the constructive aspects of the process.
The implementation of the accountability process and reporting by
Douglas County continues to serve as a model for other districts.

The following
are offered to improve the report in the future.

1. Provide
clearer headings for special program report, i.e., K-12, K-6,
etc. As presented, the headings may cause
confusion.

2.Report ratios as number of
students to oneteacher or counselor, i.e., 10:1
rather than 30:3.

3. Provide district level scores for TerraNova and other tests for
prior years for at least two years.

Provide
percent of eligible students tested for State Writing Proficiency Examinations

Elko County School District

Accountability Analysis

The balance of the Elko County School
District’s report provided pertinent information in a well- organized tabular
format. Data concerning individual
schools and district wide averages were provided where appropriate. The report did not, however, include
individual building reports.

1.A
summary of the student performance and school characteristics deemed relevant
to the evaluation of the district’s school performance based on data submitted
to the State Board of Education and LeBEAPE in Part I school reports and Part
II district-wide reports.

Number of Pupils

The enrollment in the Elko County Schools declined 1.7% over
the previous year to a level of 10,444 students according to the district
report.

Student Attendance Rate

The district-wide attendance rate improved by 1.2% for a
rate of 94.1% for 1998-99.

Teacher Attendance Rate

The Elko School District’s teachers also improved in their
attendance rate from 94.3% the previous year to 94.9% during 1998-1999.

Dropout and Non-Promotion
Rates

The district dropout rate was 3.7% in all secondary
schools. A notable improvement was
reported at Owyhee High School. They
reduced their dropout percentage from 12% in 1997-98 to 2% in 1998-99.

Percentages of students
retained in a grade level, rather than being promoted to the next grade varied
from 1.4% in fifth grade to 6.2% in seventh grade. The only other grade levels with more than two percent retained
were kindergarten, where 2.8% were retained; first grade where the rate was
5.9%; and eighth grade, where the non-promotion rate was 4.9%.

Truancy Rate

The truancy rate, expressed as a percentage students with
ten-day unexcused absences, was minimal 0.9% in Elko County.

Transiency Rate

The district-wide transiency rate of 22% during 1998-99 represented a 3% decrease from the previous
school year.

Student/Teacher Ratios

The information reported did not reflect the implementation
of the Elko County School District’s pilot class size reduction program in
1999-2000. Elementary school average
class sizes were quite stable with a range of 16-21 reported in kindergarten
classes, 11-28 in first grade, 13-22 in second grade, and 13-25 in third
grade. Intermediate grade level sizes
ranged from 25 to 28. Secondary class
size in English, math, science and social studies ranged from 14 to 28.

Student/Counselor Ratio

The Elko County Schools reported a minimal drop in the
counselor/student ratio from 460 the previous year to 454 during the 1998-99
school year, reflecting the slight enrollment decline of the district. The actual number ranged from1:265 to
1:875.

Suspension/Expulsion rate

District-wide, suspensions or expulsions resulted from 268
cases of violence to students and 48 cases of possession of alcohol. West Wendover Combined School reported the
most instances of violence to other students with 73 incidents, and Elko High
School had the most cases of alcohol possession with 19 incidents. Other causes for suspension or expulsions
were far less frequent. The district rate
for violence to students was up considerably from the previous year.

State Mandated Test Results:
TerraNova: Fourth Grade.

Terra Nova Results

4th Grade

SUBJECT

%

BOTTOM QUARTER

%

TOP

QUARTER

AVERAGE PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

30

18

21.4

16

17

18.0

44

50

50

Language

27

23

19.7

24

22

26.7

48

51

55

Math

34

28

27.7

12

17

17.7

40

44

44

Science

28

13

21.2

21

23

22.2

47

56

52

District-wide, fourth grade scores on the TerraNova test for
reading remained constant over the previous year at an average percentile rank
of 50. In the language test, fourth
graders improved from an average percentile rank of 48 in 1997, to 51 in 1998,
to 55 average percentile rank 1999.
While the math scores for fourth graders remained below the national
average, they did show improvement over the 1997 testing of an average
percentile rank of 40. The average
scores in1998 and 1999 were at a the 44th percentile.
District TerraNova science test performance was reported at the 47th
percentile rank in 1997, improved to
the 56th in 1998, and dropped slightly the 52nd
percentile in1999.

In 1997, more than 40% of fourth graders at Jackpot, Owyhee,
Southside, and West Wendover elementary schools were in the bottom quarter of
national norms on the TerraNova reading exam in 1997. In 1998, scores improved so that only West Wendover had more than 40% of its fourth graders in
the bottom quarter on the TerraNova reading test. In the fall of 1999, West Wendover’s reading scores improved to
have 32% in the bottom quarter, but the percentages in the bottom quarter were
42% at Owyhee, and 38% at Southside. In
the area of language arts, fourth graders at Jackpot improved, reducing the
percentage in the lowest quarter from 70% in 1997 to only 38% in 1999. Thirty-two percent of West Wendover fourth
graders’ language scores fell in the bottom quarter in 1999, an improvement
over the previous two years. On the
fourth grade TerraNova math test, high
percentages of students scoring in the bottom quarter included 42% at Carlin,
53% at Owyhee, and 41% at Southside.
Fourth graders in 10 out of 11 elementary schools scored below the
national average percentile rank; in contrast, math achievement at Mountain View Elementary School was at the
62nd percentile. On the
TerraNova science test, 46% of Jackpot
fourth graders and 42% of those at Owyhee scored in the bottom quarter.

State Mandated Test Results:
TerraNova:

Eighth
Grade

Terra Nova Results

SUBJECT

%

BOTTOM QUARTER

%

TOP

QUARTER

AVERAGE PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

29

20

25.0

23

24

23.7

46

53

49

Language

31

25

25.8

18

23

19.9

44

49

48

Math

33

25

29.1

16

25

16.1

42

51

43

Science

27

15

24.9

23

25

23.1

49

57

51

The eighth grade TerraNova achievement tests showed
relatively consistent results over a three-year period. In 1997, the average percentile rank in
reading was 46. This improved to the 53rd percentile in 1998 and dipped to the 49th
percentile in 1999. District-wide
eighth grade language test scores were an average percentile rank of 44 in
1997, 49 in 1998, and 48 in 1999. The district-wide average math scores for
eighth graders on the TerraNova fell from the 51st percentile in
1998 to the 43rd percentile in 1999. Science scores for eighth graders averaged at the 49th percentile in the 1997 testing, the 57th in the 1998 testing, and the 51st
percentile in 1999.

The eighth grade TerraNova reading results indicated that
41% of Owyhee students and 54% of West Wendover students scored in the bottom
quarter. In average percentile ranks
for the seven eighth grade programs, only Owyhee showed higher scores in 1999,
improving from the 36th percentile in 1998 to the 41st
percentile in 1999. The other six
programs showed declines in average percentile rank between 1998 and 1999 on
the reading test. On the language test
for eighth graders, Wendover High School had 54% of its students scoring in the
bottom quarter, and only Elko Junior High improved on its average percentile
ranking, moving from the 48th
in 1998 to the 50th in 1999.
Fifty-two percent of West Wendover eighth graders, 47% of those at
Owyhee, 38% at Wells High, and 39% at Carlin High scored in the bottom quarter
of the TerraNova eighth grade math test.
All seven of the eighth grade programs in the Elko district posted
average percentile rank scores in mathematics that were below the national
average. On the TerraNova science test,
41% of eighth graders at Owyhee School and 57% of eighth graders at West
Wendover were in the bottom quarter.

State Mandated Test Results:
TerraNova:

Tenth
Grade

Terra Nova Results

SUBJECT

%

BOTTOM QUARTER

%

TOP

QUARTER

AVERAGE PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

25

23

32.6

26

26

23.0

53

53

46

Language

25

18

27.5

29

27

23.0

53

55

49

Math

27

25

33.2

24

24

23.4

50

51

46

Science

20

8

23.7

28

28

26.2

55

61

51

The achievement of Elko County tenth graders was near
national averages in each of the three years reported, with only modest
variations. District wide, tenth grade
performance on the TerraNova reading test in 1999 was lower than it had been in
the two previous years, dropping from the 53rd percentile in both
1997 and 1998 to the 46th percentile in 1999. Tenth graders showed a similar modest
decline in language achievement, falling from the 55th percentile in
1998 to an average percentile rank of 49th in 1999. District-wide average tenth grade math
scores were at the 50th percentile in 1997, the 51st
percentile in 1998, and the 46th percentile in 1999. Science scores for tenth graders were at the
55th percentile in the 1997 testing, rose to the 61st
percentile in 1998, and dropped back to the 51st percentile in
1999.

By school, on the reading test, 54% of Jackpot High School
tenth graders and 52% of those at West Wendover scored in the bottom
quarter. On the language test for tenth
graders, there were no schools with 40 or more percent scoring in the bottom
quarter. The tenth grade math test
results showed 48% of West Wendover students and 83% of Owyhee High students
were in the bottom quarter. Spring
Creek High made notable gains in math from an average percentile rank of 59 in
the 1998 testing to an average percentile rank of 67 for 1999. Scores in tenth grade math also improved at
Wells High School rising the 54th percentile in 1998 to the 68th
percentile in 1999. Tenth
grade science test scores for Spring Creek High School were not reported. Only West Wendover High School had more than
40% of its students score in the bottom quarter in science with 43%.

State Mandated Test Results:
Writing Exam.

Writing Examination

MEASURED TRAIT

PERCENT PROFICIENT

4TH
GRADE

8TH
GRADE

97-98

98-99

99-00

97-98

98-99

99-00

Ideas

NA

NR

54.5

75.3

75.3

80.4

Organization

NA

NR

52.2

74.3

74.3

78.0

Voice

NA

NR

46.4

71.3

71.3

73.1

Conventions

NA

NR

51.8

66.3

66.3

75.8

On the fourth grade writing examination, Elko
students scored highest in writing
ideas at 54.5%. Their lowest level of
proficiency was in writing voice at 46.4%.
The eighth grade writing exam showed improvements in all four
domains over the previous years. Eighth
graders scored highest (80.4%) in
writing ideas and the lowest area was 73.1% proficiency in writing voice.

State Mandated Test Results:
High School Proficiency Exam.

PERCENT PASSING

% DENIED DIPLOMA

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

99.7

99.9

100

99.1

97.6

99.4

99.7

100

99.7

NA

NA

1.1

High
school seniors in the Elko district demonstrated 100% proficiency in reading, 99.4% in math, and 99.7% in
writing. Only 1.1% of seniors were
denied a diploma due to examination failure.

ACT/SAT Results.

ACT
Results

% SENIORS TAKING
SAT

ACT COMPOSITE
SCORE

1996-97

1997-98

1998-99

1996-97

1997-98

1998-99

NR

52

50

21.9

18.7

21.3

SAT Results

% SENIORS TAKING
SAT

SAT

VERBAL AVERAGE

SAT

MATH AVERAGE

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

NR

9.0

8.0

496

524

554

500

518

551

The Elko School District had 50% of its seniors taking the
ACT exam and scoring a composite average of 21.3. That is an improvement over the previous year’s average of
18.7. Only 8% of the seniors took the
SAT exam where the verbal average improved from 524 to 554 and the math average
improved from 518 to 551.

Special Programs

In
special programs, the Elko County School District has 9.4% participation in
special education, 5.4% participation in English as a Second Language (ESL),
1.6% participation in gifted and talented, and 25% participation in the free-
and reduced-price meal program. All of
the elementary age students participated in computer, art, music, and physical
education programs. Individual school
rates of special education participation ranged from a high of 21% at Jackpot
Combined School to a low of 6.4% at Spring Creek High School. The highest concentration of ESL students
was found at Southside Elementary with a participation rate of 20.2% and West
Wendover Combined School with a concentration of 21%. Some schools had higher rates of participation in the free- and
reduced-price meal program: Owyhee
Combined School had 80% of its students eligible, Jackpot Combined School had a 69% rate, and West Wendover
Combined School, a 54% rate.

Secondary art programs had a 35.8% participation rate and
secondary music programs a 25.3% participation rate district-wide. Enrollment in foreign language classes
included 27.6% of students and
occupational education had a 69.8% participation rate among secondary
students. Forty-one point six
percent of secondary students participated in athletics. The Elko County School District did not
provide migrant education, after school care, advanced placement, or student
parenting programs.

Teachers

Of Elko County teachers 75% had earned bachelor’s degrees
and 25%, master’s degrees. More than 99
percent of teachers were teaching within their areas of licensure. Teachers with ten or more years of
experience accounted for 45% of faculty and only 2% were new in 1998-99.

Technology/Computers

The district reported that 100% of students had Internet
access in a school library or in a computer lab. Fifty-nine percent of students had Internet access within
classrooms and the average ratio of students to computers was 8.2:1, with
a range from 4:1 to 15:1 district-wide. This ratio was significantly improved over
the previous year.

Remedial
College Courses
(UCCSN Class Enrollments)

This information is non-applicable for the
Esmeralda County School District.

The Elko County School District reported that 14.1%
of their recent graduates enrolled in remedial courses.

Expenditures

District-wide per-pupil expenditures for the Elko School
District were $6,159. Of that amount,
$4,883 was in the area of instructional expenses. In 1998-99, the Elko School District received $434,646 for Title
I remedial education funds and $150,000 for state remediation funds for low
performing schools. Other remediation
funds received during the 1998-99 were $91,596.

Parental Involvement.

Parents or guardians participating in parent/teacher
conferences, district-wide, increased from 66% in 1997-98 to 72% in 1998-99.

2.Areas the School Districts’ Part III Report identified as examples of
exemplary achievement at the school site and/or areas of improvement in
outcomes from those reported in the previous year and evidence that the areas
were exemplary or improved.

Elko County School
District continued to use a matrix system designed to specifically tie
exemplary achievement or improvement at each school site to assessment data,
and areas in need of improvement to evidence of deficiency and plans to impact
those areas. Exemplary areas and model
programs ranged from increases in TerraNova test scores to such programs as
kindergarten skills assessment, Early Prevention of School Failure program,
Success For All Reading, school within a school program, Discovery Programs,
intensive phonics, curriculum mapping, Signature Reading Series, Everyday
Mathematics, and STEM program. The
broad range of successful program strategies is indeed varied.

3. Areas the School Districts’
Part III Report identified as in need of improvement at the school site(s) and
evidence for any deficiencies addressed.

Again the matrix format of the Elko County report provides
specific detail for each individual school and areas in need of
improvement. Deficiencies noted for
improvement are generally related to the TerraNova testing or other state
mandated programs.

4.Summary of the School Districts’ plan for improvement at the school
site.

District-wide,
a system has been developed through a district developed criterion reference
test to provide a better method of assessing academic progress for first
graders. This assessment was
implemented successfully in the 1999-2000 year. The district has continued efforts to improve the quality of
instruction by providing inservice activities according to the needs of the
teaching staff and administration.
Training was offered in 20 discrete areas for teachers during the school
year. Concern over writing proficiency
tests has resulted in consistent teacher training in that area. Teaching of phonics and social studies have
also resulted in other inservice opportunities. “Off grade” testing allows the district to determine both
progress from the previous year and to pin point steps in the remediation
process prior to the state mandated testing year. Individual plans of improvement are provided by school in the
structure matrix that reports specific site level progress.

5. Sources of information to be used in determining effectiveness
of the plan for improvement.

The instructional improvement plans in the Elko County
School District are tied directly to TerraNova test scores and state mandated
proficiency exams. Locally constructed
criterion reference exams are beginning to be used to augment the accountability
process. In the future, these district-wide
efforts should generate significant instructional assessment information to
facilitate the continued improvement of student achievement.

6. Missing or incomplete data.

None were found except but the copy of the district report
had the results for Spring Creek High School 10th grade offset by
one line. This has the potential to be
very misleading. the

7. Recommendations of Panel
members for improving analysis and use of accountability findings at the school
level and, if applicable, at the district level.

The
Elko School District demonstrates a consistent and varied effort at inservice
training for their teachers. They
should be commended on their pilot class size reduction plan and the initiation
of criterion reference exams within the district. Their report illustrates how accountability findings directly
support improvement projects throughout the district. The only recommendation is:

1.That the
district consider preparing individual building Part I accountability reports. The district report had all required
information but most districts produce a “stand alone report.” School by school reports have been valuable
in the past and provided a richness of information that was missed in this
year’s submission.

Esmeralda County
School District

Accountability Analysis

The Esmeralda
School District report contained most required items. Several inconsistencies were found between the district report
and the Statewide data tables.
Recommendations are made for improving the report in the future.

1.A
summary of the student performance and school characteristics deemed relevant
to the evaluation of the district’s school performance based on data submitted
to the State Board of Education and LeBEAPE in Part I school reports and Part
II district-wide reports.

Number of Pupils

Students in Esmeralda County attended three elementary
schools located at Goldfield, Silver Peak, and Dyer. The state-supplied School Accountability Data Tables reported
enrollments of 114 for both the 1997-98 and the 1998-99 school years,
indicating no change in enrollment.
However, the district reported an enrollment of 105 students for
1998-99. This number appears to be
correct since the School Accountability Data Tables reported a
student/counselor ratio of 105:1. If
the 105 number is correct, it represents an enrollment decline of about 8%.

Student Attendance Rate

The student average daily attendance was 92.2%, which was
down almost one percent from the previous year.

Teacher Attendance Rates

Teacher attendance rate was the highest in the state –
97.2%. The attendance rate for the previous year was not reported.

Dropout / and Non-Promotion
Rates

A dropout rate is not applicable, because there are no
secondary schools in Esmeralda County.
No students were reported as having been retained in a grade level.

Truancy Rate

The truancy rate was reported as zero, consistent with the
previous year.

Transiency Rate

The rate of transiency was 36.5%, which is an increase of
8.5% over the prior year.

Student/Teacher Ratio(s)

The average student-teacher ratios in the elementary grades
were 10.5:1 in multi-grade classrooms.

Student/Counselor Ratio

The district had one counselor providing service to 105
students for a 1:105 ratio.

Suspension / Expulsion Rate

The
district reported two suspensions for violence to other students compared to
one suspension for this violation the previous year.

State Mandated Test Results:
TerraNova: Fourth Grade

Terra Nova
Results

4th Grade

SUBJECT

%

BOTTOM
QUARTER

%

TOP

QUARTER

AVERAGE
PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

57

33

30.8

0

0

0.0

24

29

35

Language

57

44

38.5

29

0

23.1

28

23

37

Math

29

56

46.2

0

22

0.0

33

33

24

Science

57

56

46.2

0

0

15.4

30

27

28

It
would be inappropriate to make comparison of TerraNova performances among years
since the number of fourth grade students is so small. High percentages of students in the bottom
quarter for math and science indicated a need to be addressed.

The
percent of eligible fourth graders completing the Terra Nova CTBS tests was reported
at 100%. All thirteen fourth graders
took the test.

State Mandated Test Results: TerraNova: Eight
Grade

Terra Nova
Results

8th Grade

SUBJECT

%

BOTTOM
QUARTER

%

TOP

QUARTER

AVERAGE
PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

23

33

33.3

53

7

16.7

36

39

42

Language

30

27

33.3

56

7

33.3

43

37

55

Math

37

7

66.7

59

14

16.7

47

50

31

Science

25

13

33.3

52

13

0.0

39

47

40

Test
scores are not reported for classes with
fewer than 10 examinees. Six of
the seven eighth graders were tested (86%) in 1999.

State Mandated Test Results:
TerraNova: Tenth Grade

Not applicable, as tenth graders from the district are
transported to Tonopah High School.

State Mandated Test
Results: Writing Exam

Writing Examination

4th and 8th
Grade

MEASURED TRAIT

PERCENT
PROFICIENT

4TH
GRADE

8TH
GRADE

97-98

98-99

99-00

97-98

98-99

99-00

Ideas

NA

NR

NR

64.0

69.0

NR

Organization

NA

NR

NR

36.0

38.0

NR

Voice

NA

NR

NR

43.0

46.0

NR

Conventions

NA

NR

NR

57.0

62.0

NR

The
percent of eligible eighth graders completing the Writing Proficiency
Examination was not reported.

State Mandated Test Results: High School Proficiency Exam

Not
applicable.

ACT/SAT Results

Not
applicable.

Special Programs

Special
education programming was provided for 12.4% of students, and free-and reduced
lunches for 29.5% of students. No
students attended classes in English as a Second Language. All elementary students took classes in art,
physical education, and computer applications.
No students had music classes or gifted/talented education programming.

Teachers

Of
ten teachers in Esmeralda County, nine (90%) have bachelor’s degrees and one
(10%) holds the master’s degree. Four
teachers (40%) have ten or more years of experience. In 1998-99, nine (90%) teachers were teaching totally within
their areas of endorsement.

Technology/Computers

Students
did not have access to the Internet at the time the accountability report was
prepared but plans to provide Internet access were in place. All students had at least thirty minutes per
week of access to computers for instructional support. No information on
student to computer ratio was found in the Statewide Data Tables.

Remedial College Courses
(UCCSN Class Enrollments)

This information is non-applicable for the Esmeralda County
School District.

Expenditures

Average per-pupil expenditure was reported as $5,663 for
instruction, $2,084 for administration, $1,925 for building operation, and
$2,468 for student support. This was a
modest increase in all categories over the previous year. Total per-pupil expenditure was $12,140, which included the expenses
involved with transporting approximately fifty secondary level students to
Tonopah High School. Reported revenue sources were as follows: 50% local, 44%
state, 14% opening balance, and 1% federal.
It was unclear why the sum was greater than 100%.

Parent Involvement

Parent participation in parent-teacher conferences was 85.2%
up 2.2% from the previous year.

2.Areas the
School Districts’ Part III Report identified as examples of exemplary
achievement at the school site and/or areas of improvement in outcomes from
those reported in the previous year and evidence that the areas were exemplary
or improved.

The Part III report listed teacher inservice programs as an
area of achievement. Teachers
participated in inservice programs on computer applications, Accelerated
Reading, Star Testing, Reading Recovery, and math education. Also reported was "Students from
Esmeralda receiving scholarships following graduation from Tonopah High
School."

3.Areas
the School Districts’ Part III Report identified as in need of improvement at
the school site(s) and evidence for any deficiencies addressed.

"We wish for all
students to be at the 50th percentile in all curriculum areas.

4. Summary of the School Districts’ plan for improvement at the
school site.

• Implementation of the
Accelerated Reading program.

•The Curriculum
Computer Incorporated programs in reading and math will be implemented in the
2000/2001 school year.

5.Sources
of information to be used in determining effectiveness of the plan for
improvement.

It may be inferred that Terra Nova scores and other
accountability data will be used to assess progress in need areas.

6. Missing or incomplete data.

There were inconsistencies between
the state- and district-reported enrollment figures.

There
were inconsistencies between the state- and district-reported TerraNova
results.

There
was no information on computer/student ratios.

7.Recommendations
of Panel members for improving analysis and use of accountability findings at
the school level and, if applicable, at the district level.

The
following recommendations are made for improving in the future:

1. Focus
on improving parent participation.

2. Provide
all required data.

3. Provide accurate test score data.

It is recognized that
preparation of the accountability reports is difficult for such a small school
district. While the reports demonstrate a sincere effort to comply, evidence of
the perception of value for the process is weak. The linking of accountability achievement data to curriculum
planning and instructional programming needs attention. The process and product of accountability
reporting may be enhanced through utilization of out-of-district resources.

Eureka County School
District

Accountability Analysis

The Eureka County School District Report continues
to improve over that presented in previous years. All required information was found. Several data errors were found and it is recommended that a clear
linkage between accountability data and planning is established in future
reports.

1.A
summary of the student performance and school characteristics deemed relevant
to the evaluation of the district’s school performance based on data submitted
to the State Board of Education and LeBEAPE in Part I school reports and Part
II district-wide reports.

Number of Students

According to data presented in the State School
Accountability Data Tables for the 1998-99 School Year, the Eureka County
School District experienced a decline in enrollment to 358 students, 5.3% less
than enrollment the previous year.
These students attended two elementary schools and one high school that
served grades seven through twelve.

Student Attendance Rate

The district-wide attendance rate remained steady at 95% in
1998-99.

Teacher Attendance Rate

The average daily attendance of teachers was 96% in
1998-1999, an improvement of 3% from the year before.

Dropout and Non-Promotion
Rates

There were no dropouts in the district in 1998-99, a significant
improvement from the previous year when ten percent of secondary students
dropped out. The reported rate of non-promotion for kindergarten, first grade,
and second grade was zero. The
retention rates reported for the grades three through six showed that less than one percent of students were
retained in grade. The report indicated that 0.5% of students were retained in
fourth and sixth grades and 0.1% in the third grade.

Truancy Rate

The 1998-1999 district truancy rate of 0.28% was down
slightly from the year before.

Transiency Rate

The 1998-1999 district transiency rate
remained at 21%, the same as the previous year.

Student/Teacher Ratios

Teacher/student ratios were low throughout the district
during the 1998-1999 school year. The
ratio was 1:11 in kindergarten, 1:13 in first and third grade classrooms, 1:10
in second grade, 1:14 in fourth grade, 1:17 in fifth grade and 1:22 in sixth
grade. The average size of secondary
English classes was 20 students. Core
science classes averaged 16. In
mathematics the average class size was 14, and in social studies the average
was 19. These class sizes, overall,
were more balanced than in the previous year when the range was much wider.

Student/Counselor Ratios

Counselor/student
ratios were slightly improved from the previous year, due to the reduced
enrollments. The ratios were 1:272 and
1:268 at the two elementary schools and 1:616 at the high school level. One of the three guidance and counseling
programs designed to improve mentoring, the Big Brother/Big Sister Program, had
to be placed on hold due to the reduced availability of revenues caused by
declining enrollments. The other two
counseling programs, Conflict Management Skill Training and the Natural Helper
Program were continued. Critical
personal counseling was provided to those students most in need.

Suspension/Expulsion Rate

In 1998-1999 the district reported six
suspensions/expulsions due to violence to other students but no other
suspensions or expulsions. All six of
these incidents were at Eureka High School.
The previous year saw three expulsions with one for violence to
students, one for drug possession, and one for violence to staff.

State Mandated Test Results:
TerraNova, Fourth Grade

Terra Nova Results

4th Grade

SUBJECT

%

BOTTOM QUARTER

%

TOP

QUARTER

AVERAGE
PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

15

17

16.7

23

25

16.7

53

62

54

Language

15

12

29.2

41

36

37.5

60

68

54

Math

20

8

17.4

12

33

17.4

45

64

52

Science

11

0

12.5

7

40

16.7

51

73

52

The district reported that 100% of eligible fourth grade
students completed the TerraNova tests.
When enrollments are very small, as they are in Eureka, year-to-year
comparisons of average achievement may reflect more about the particular
students in the classes than about the school or the teaching. For instance,
while fourth grade scores were higher in 1998, the scores in 1997 and 1999 were
very similar. In 1999, the average
reading scores were at the 54th percentile while both math and
science scores were at the 52nd percentile. In reading, mathematics
and language more Eureka County fourth graders scored in the top quarter than
in the bottom quarter. In language the
proportion of students (38%) scoring in the top quarter was well above the
national norms.

State Mandated Test Results:
TerraNova, Eighth Grade

Terra Nova Results

8th Grade

SUBJECT

%

BOTTOM QUARTER

%

TOP

QUARTER

AVERAGE
PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

5

0

10.0

35

58

45.0

71

81

67

Language

5

5

5.0

40

53

60.0

76

80

73

Math

11

5

5.3

22

47

36.8

61

77

66

Science

0

0

20.0

47

40

30.0

69

75

58

Eighth grade TerraNova test scores revealed that the average
performance remained strong. The average achievement rankings ranged from the
58th percentile in science to the 73rd percentile in
language. The proportions of eighth
grade students whose achievement placed them in the top quarter on national
norms were 45% in reading, 37% in mathematics, 60% in language, and 30% in
science. This contrasted positively
with proportions of students scoring in the bottom quarter – 10% in reading, 5% in mathematics, 5% in
language, and 20% in science. One
hundred percent of the eligible students took the tests. The caveat on year to year comparisons with
small numbers made in the previous section are appropriate here as well

State Mandated Test Results:
TerraNova, Tenth Grade

Terra Nova Results

10th Grade

SUBJECT

%

BOTTOM QUARTER

%

TOP

QUARTER

AVERAGE
PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

14

5

0.0

36

53

46.4

67

78

80

Language

9

0

7.1

32

34

28.6

59

73

70

Math

23

14

7.1

18

19

35.7

49

59

68

Science

4

0

3.6

39

34

25.0

73

70

67

Tenth grade TerraNova test results, based on 100%
participation of eligible students, indicated achievement similar to or higher
than that in the lower grade levels.
The following average percentile ranks were attained by Eureka County
School District tenth graders in October, 1999: reading, 80th
percentile; mathematics, 68th; language, 70th; and
science 67th percentile. The
proportions of students scoring in the top quarter on national norms were 46%
in reading, 29% in language, 36% in mathematics, and 25% in science. The proportions of students scoring in the
bottom quarter were 7% or less in all four areas.

State Mandated Tests: Writing Examinations

Writing Examination

4th and 8th
Grade

MEASURED TRAIT

PERCENT
PROFICIENT

4TH
GRADE

8TH GRADE

97-98

98-99

99-00

97-98

98-99

99-00

Ideas

NA

NR

52.0

63.3

75.0

92.0

Organization

NA

NR

64.0

62.6

70.0

88.0

Voice

NA

NR

56.0

59.8

80.0

81.0

Conventions

NA

NR

52.0

67.3

85.0

85.0

Fourth Grade: On the fourth grade writing
examination, which was administered for the first time in Eureka County School
District in 1998-99, the percentages of students demonstrating proficiency were
52% in Ideas, 64% in Organization, 56% in Voice, and 52nd percent in
Conventions.

Eighth Grade: Results of the eighth grade writing
examination in 1998-1999 reflected greater levels of proficiency than in the
year before in two areas: Ideas with 92% of students proficient, and
Organization with 88% proficiency.
Percentages of students proficient in Voice (81%) and in Conventions
(85%) were comparable to performances the year before.

State Mandated Test Results:
High School Proficiency Examination

High School Proficiency
Examination

PERCENT
PASSING

%

DENIED DIPLOMA

READING

MATH

WRITING

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

100

100

100

100

100

100

100

100

100

NA

NA

0.0

At
the twelfth grade level on the Nevada High School Proficiency Examination, 100%
of Eureka County High School seniors passed in reading, writing, and
mathematics. Thus no students were
denied graduation on the basis of this assessment.

ACT/SAT Results

ACT Results

%
SENIORS TAKING ACT

ACT
COMPOSITE SCORE

1996-97

1997-98

1998-99

1996-97

1997-98

1998-99

79

62

74

20.3

20.7

19.2

SAT
Results

%
SENIORS TAKING SAT

SAT

VERBAL AVERAGE

SAT

MATH AVERAGE

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

76

41

52

469

490

477

465

536

480

The average score for the 74% of high school students taking
the ACT in 1999 was 19.2, which was down slightly from the year before. Fifty-two percent of graduating seniors took
the SAT, with an average verbal score of 477 and an average mathematics score
of 480, both slightly below the national average. Eleven percent of Eureka County High School graduates enrolled in
remedial UCCSN classes during the summer or fall of 1999.

Special Programs

Participation in elementary special education programs
included 23% of students. The
proportion of Eureka County elementary students who qualified for free- or
reduced-price meals was 27% in 1998-99.
No students were enrolled in classes for English as a Second Language,
migrant education, gifted and talented, or after school care programs. Sixty-seven percent of elementary students
received art instruction and 33% participated in music classes. All elementary students took both computer
education and physical education classes.

At the secondary level 18% of students were in special
education programs. Music classes
enrolled 21% of the students and art classes, 34%. Forty-seven percent of secondary students in Eureka County
participated in athletics. Seventy-nine
percent of students were enrolled in occupational education courses. No secondary students were involved in
classes for English as a Second Language, student parenting, migrant education, advanced placement, or
gifted and talented programs. The
participation rate in foreign language courses was 21% during 1998-99,
consistent with the prior year. The
list of high school course offerings shown in the high school report
represented a wide variety of options, especially in the Vocational Agriculture
and Agricultural Mechanics areas. The
range of extra-curricular activities offered was also broad for a relatively
small rural school district.

Teachers

The percentage of teachers holding master's degree rose from
10% in 1998 to 14% in 1999 while those with only bachelor's degrees (86%)
decreased by 4%. The highly-experienced
teaching staff included 72% with ten or more years, 14% with four to six years,
8% with seven to nine years, the remaining 6% being new to the profession. The proportion of the teachers who taught
completely within their license and/or endorsement areas was 94% but none of
the teachers of English, math, science, social studies or occupational
education classes were assigned outside their license or endorsement areas.

Technology/Computers

The Superintendent's section of the district report revealed
that Eureka County town schools had access to the Internet via a T-1 digital
line to the Nevada Schools Network (NSN) in Reno. Student access for Eureka Elementary School and Eureka County
High School Students was directly connected 24 hours a day, seven days per week with a speed throughput of 1.44
MSs. Cresent Valley Elementary School
accessed the Internet through the NSN dial-up modem pool in Reno through 8
modems with a speed throughput of 28.8 MBs.
All access was provided within the school libraries and computer labs
but not in the classrooms. All
elementary students had at least one half hour direct use of computers per week
that was tied to instruction and curriculum.
Thus 100% of students district-wide had such access. The number of instructional computers in use
was 91 and the student-to-computer ratio was 4:1 in Eureka County elementary
schools and 2.2:1 in Eureka County secondary schools.

Remedial College Courses
(UCCSN Class Enrollments)

The Eureka County School District reported that 11% of their
recent graduates enrolled in remedial courses.

Expenditures

The average per-pupil expenditure for instruction in Eureka
County School District was $8,647.00.
Other per-pupil expenditures included $2,560 for administration, $149
for operations, $188 for staff support, and $1,042 for student support. Expenditures in each category were
considerably above state averages but well below those of the previous
year. The sources of revenues reported by
percentages consisted of local funds (74.5%), federal funds (0.1%), and opening
balances (25.5%). No revenues were
received from state funds.

Parent Involvement

Parent involvement, as reflected in the first scheduled
parent/guardian/teacher conferences, was 87% at each of the elementary schools
and 36% at the high school. Other
opportunities for parent involvement included fifth and sixth grade science and
math parent afternoon (90% participation) at Crescent Valley Elementary School
as well as a parent volunteer program and a Back-to-School Open House
Night. At Eureka Elementary School
parents were surveyed as to their support for the school's mission and programs
and a 28% return rate was attained.
High positive responses were noted on "my child's education"
and "quality of education at Eureka Elementary School." Need for improvement showed up relative to
"communication between parents and teachers".

Parental involvement at the high school level included
memberships on an Academic Review Committee and a Technology Committee as well
as a Booster Club, which included 43 people. Four school newsletters were sent
to parents during the year. Eureka
County High School also conducted a survey of parents and guardians. The survey consisted of two questionnaires,
each made up of several items with a five-point scale of possible responses and
5 being the most positive response on each.
The first survey asked what "most people" think about the
school in 10 major areas. Results,
using the five-point scale, showed the most favorable ratings to be on security
and maintenance (4.12), student activities (4.10), guidance (4.06), and
student/peer relationships (4.00). Less
positive responses areas were parent/community/school relationships (3.40),
administration (3.23), and student behavioral values (3.13). The second survey asked parents to rate
their own satisfaction with the school
Results showed the most positive responses in regard to teachers (3.80),
school buildings (3.70) support services (3.68) and student discipline
(3.51). Less satisfaction was expressed
with school administrators (3.10) and school information services (2.90).

2.Areas the
School Districts’ Part III Report identified as examples of exemplary
achievement at the school site and/or areas of improvement in outcomes from
those reported in the previous year and evidence that the areas were exemplary
or improved.

Every Eureka County High School senior passed the Nevada
High School Proficiency Examination in all three areas. In general students at the secondary level
attained scores on achievement tests that compared favorably with students
across the nation.

Average scores on the TerraNova tests at all three grade
levels - fourth, eighth, and tenth -
were above the national averages.
On all four areas of the eighth and tenth grade tests and on the fourth
grade language tests, more students scored in the top quarter than on the
national norms. Also, district-wide, at all three grade levels, smaller
proportions of students were in the bottom quarter than on national norms with
only one exception, that of fourth grade language.

Eureka County schools offered a safe environment for its
students with a very low number of reported incidents of violence and/or
possession of weapons or use of controlled substances or alcohol.

The efforts made to involve parents within the district and
at all school sites showed concern and sensitivity to their opinions and the
desire to help parents be positive resources for improving the educational programs
of the schools.

The elimination of student dropouts at all levels of
instruction throughout the school system was noted and celebrated.

3.Areas
the School Districts’ Part III Report identified as in need of improvement at
the school site(s) and evidence for any deficiencies addressed.

Crescent Valley Elementary School identified a need for
instruction and practice on test-taking skills and study skills. In 1998-99 each student was evaluated
relative to learning style and this information was disseminated to classroom
teachers. A need was recognized to
provide professional development on how best to use this information to benefit students. The school also recognized a need to recruit parent involvement
for a learning "partnership".

Eureka Elementary School’s list of needs included developing
and annually using a wide array of performance assessments, differentiated and
specified at each grade level, and especially at the conclusion of the sixth
grade. Another need identified was longitudinal analysis of data from
standardized tests and other sources to assess the effectiveness of the
curriculum and instructional programs and to more accurately identify
needs.

Only two areas for improvement were cited in the high school
report. The first was to work more
closely with the elementary schools to improve students’ basic core subject
knowledge and performance levels. The
second was to involve the outside community more in the school community.

4.Summary
of the School Districts’ plan for improvement at the school site.

The Eureka Elementary Education Plan for Excellence
(1998-2000) was included in Part III of the report. It was in the process of being updated for the next three-year
period. For the first time in many
years, the district had formulated school improvement plans for each of its
three schools and included these in Part III
along with the 2000 District Impact Survey. The Eureka Elementary School Plan included a vision for sixth
grade student performance and means of assessing accomplishments, but did not
detail how improvements were to be accomplished. The plan for Crescent Valley Elementary School listed its
intentions to assess and plan for improvement, but did not detail specific
steps beyond referring students to Title I or special education services and
use of diagnostic information in planning remedial efforts.

The need to assist low achieving students as identified by
their TerraNova scores in the fourth grade at both elementary schools was to be
addressed with tutorial assistance, the use of Success Maker computer software
and targeted student instruction.

Secondary achievement was be addressed by dividing classes
to provide more individualized instruction, providing tutoring programs for
students scoring in the lower quarter on all sections of the eighth grade
TerraNova tests, and use of computer software to help identify instructional
needs and plan remedial efforts.

5.Sources of
information to be used in determining effectiveness of the plan for improvement.

While school accountability data would continue to be the
major source of information, the Eureka County schools were moving to
supplement these data with local and individualized performance measures,
additional test results and alternate measurement strategies. This portion of the Part III report of the
district also needed to be more pointed, clear, and explicit.

6. Missing or incomplete data.

There was a discrepancy between the data reported in the
District Accountability Report and that in the School Accountability Data
Tables for 1998-99 relative to the percentages of students scoring in the
lowest quarter on the TerraNova tests at the fourth grade level.

In reporting student retention figures, an apparent error
was made either in

calculating the percentages
for grade levels where students were held back or in recording these. The percentages shown were in each of three
cases less than 1%. Taking into account
the number of students at each of these grade levels, this would mean that less
than one student was retained.

The cover page of the District Accountability Report listed
Neil G. Stevens as the Superintendent, though the State Department of Education
and the Legislative Council Bureau indicated that Mr. Bob Aumaugher was the
Superintendent when the 1998-99 report was submitted. Some clarification was needed to assist citizens in knowing who
to contact with questions or concerns about the district.

7.Recommendations
of Panel members for improving analysis and use of accountability findings at
the school level and, if applicable, at the district level.

The Eureka County School District's Accountability Reports
were clear and readable. They showed
improvement over the previous year and a conscientious intent to address all
requirements. The reports complied with
state accountability guidelines in most instances.

Three recommendations are
offered to encourage even further improvement.

1.Work to ensure
that data are correct and congruent with the Statewide Data Tables.

2.Continue to
work on providing clear linkages between accountability data and plans for
improvement.

3.Provide more
explicit plans for improvement and to cite the sources of data to be used in
determining the effectiveness of those plans.

Humboldt County

Accountability Analysis

The Humboldt County School District report
was informative and generally complete.
There were minor discrepancies in data and there was no information on
high school proficiency exam success rate.
A caution is noted in the McDermitt 4th and 8th grade TerraNova scores
where very low number of student tested can make year to year comparisons
almost meaningless.

1.A summary of
the student performance and school characteristics deemed relevant to the evaluation
of the district’s school performance based on data submitted to the State Board
of Education and LeBEAPE in Part I school reports and Part II district-wide
reports.

Number of Pupils

The Humboldt County School District served 4,288 students in
1998-1999, an increase of 30 students (0.7%) over the previous year. Students attended eight school units with a
variety of configurations, including four K-4 schools, a middle school for
grades 5-6, a junior high school (7-8), a high school (9-12), a K-12 combined
school, and a "rural remote" school which was actually six tiny one-
to three-teacher schools.

Student Attendance Rate

The student attendance rate for the 1998-99 school year was
94.3%, up almost 1% from 93.6% in the previous year. The lowest attendance rate was at Humboldt County High School,
where the attendance rate of 93% was a 2% improvement from the previous year.

Teacher Attendance Rate

The teacher attendance rate for 1998-99 was 96%, a slight
increase over the 94.8% reported for the previous year.

Dropout and Non-Promotion
Rates

The overall dropout rate for the district was reported at
2.9% for the 1998-1999 school year.
This continued a trend of lowering rates in this category; two years
previously it was 6.2%, and in the last reported year it was 4%.

The highest rates of non-promotion in the district were at
the seventh and eighth grade levels, where 2.2% of students were retained in
grade level. Except for first grade,
where 2.1% were retained, non-promotion rates at all other levels were below
1%.

Truancy Rate

The district-wide truancy rate of 2.9% was essentially the same as in the previous year. Lowery High School, with a truancy rate of
11%, was the only school unit with any truancy reported.

Transiency Rate

The district-wide transiency rate in 1998-99 was retorted as
30%, an increase from 22.9% in the previous year. French Ford Middle School had the lowest rate (18%), and the
highest rates were at Winnemucca Grammar School (35%) and Lowery High School
(32%).

Student / Teacher Ratios

Given the presence of a variety of school configurations and
locations in the district, it was not surprising to find a number of instances
where there were significant variations in teacher/student ratios. Second grade, for example, showed a range
from 1:13 to 1:19; fifth and sixth grades ranged from 1:14 to 1:25. Similarly diverse data were found for high
school core courses; science classes ranged from 9:1 to 1:27, and math classes
from 1:7 to 1:21. Compared to the previous
year, the elementary grade ratios were similar while most second areas were
lower in 1999.

Student / Counselor Ratio

The student/counselor ratio for 1998-99 was 1:428, only slightly higher
than the 1:426 ratio from the previous year.
This ratio was considerably better than the state average of 495:1 while
the range was 1:147 to 1:639.

Suspension / Expulsion Rate

The district reported 80 instances of students being
suspended or expelled. The majority of
these actions (72.5%) were for student-to-student violence. The rates were roughly comparable to those
from the previous year.

State Mandated Test Results:
TerraNova: Fourth Grade

Terra Nova Results

4th Grade

SUBJECT

%

BOTTOM
QUARTER

%

TOP
QUARTER

AVERAGE
PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

23

20

17.0

20

21

25.0

49

50

56

Language

20

28

14.9

21

17

31.9

48

46

61

Math

29

21

13.0

15

24

36.5

43

52

67

Science

22

13

14.7

23

26

32.6

52

58

62

The district showed considerable growth on fourth grade
scores in the three-year period from October of 1997 to October of 1999. Percentages of students in the bottom
quarter declined; percentages in the upper quarter increased; and average
percentile ranks in each of the academic areas
increased by at least 13 points.
Average math scores rose from the 43rd percentile to the 67th
percentile. McDermitt Elementary School
scored consistency lowest in all categories but made major gains in all
areas. There was a very small number of
students tested in McDermitt. Over 99%
of all eligible students were tested.

State Mandated Test Results:
TerraNova: Eighth Grade

Terra Nova Results

8th Grade

SUBJECT

%

BOTTOM
QUARTER

%

TOP
QUARTER

AVERAGE
PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

20

20

23.2

24

22

25.4

55

50

52

Language

17

25

23.3

19

22

20.8

53

48

50

Math

22

27

32.9

21

18

18.9

49

45

43

Science

20

13

25.4

26

22

23.0

54

55

52

District scores on the eighth grade TerraNova exam remained
generally stable during in the three years covered by this report. There was, however a slight downward trend
in each academic area. For example,
average math scores fell from the 49th percentile in October 1997 to
the 43rd percentile in October 1999; during the same period, average
language scores dropped from the 53rd to the 50th
percentile. McDermitt students scored
considerably lower than their counterparts in Winnemucca with at least 40%
scoring in the bottom quarter in every area.
There was a very small number of students tested in McDermitt. More than 95% of all eligible students were
tested.

State Mandated Test Results:
TerraNova:

Tenth Grade

Terra Nova Results

SUBJECT

%

BOTTOM QUARTER

%

TOP QUARTER

AVERAGE PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

26

28

19.3

25

22

31.6

52

47

60

Language

32

22

18.9

21

18

23.9

44

48

54

Math

28

31

20.1

25

15

27.4

51

42

55

Science

19

9

14.0

30

22

37.5

55

56

64

For the most part, the district showed consistent progress
in tenth grade achievement over the
three-year period. The percentage of
students in the bottom quarter was reduced, and the percentage in the upper
quarter was increased. All average
percentile ranks were higher than they were in the two previous years,
reversing the slight downward trends shown in 1998. Achievement in all four areas tested was above the 50th
percentile. Forty percent of the students at McDermitt scored in the
bottom quarter in Math and science.
Again, the small number of student tested caveat applies. Over 97% of all eligible students were
tested.

State Mandated Test Results:
Writing Exam

Writing Examination

MEASURED TRAIT

PERCENT PROFICIENT

4TH GRADE

8TH GRADE

97-98

98-99

99-00

97-98

98-99

99-00

Ideas

NA

71.0

64.0

75.9

81.7

81.0

Organization

NA

62.0

64.0

71.9

74.9

81.0

Voice

NA

65.0

65.0

77.0

74.6

74.0

Conventions

NA

63.0

67.0

73.0

67.0

76.0

Over 60% of the fourth grade students in Humboldt
County demonstrated proficiency in the areas assessed by the writing exam, and
71% were proficient in expressing ideas.
At the eighth grade
level, proficiency rates ranged from 74% to 81%. The district report indicated that these scores were comparable
to those in previous years.

State Mandated Test Results:
High School Proficiency Exam

High School Proficiency
Examination

PERCENT PASSING

%

DENIED DIPLOMA

READING

MATH

WRITING

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

95.6

99.3

97.0

97.6

99.0

96.0

97.1

99.5

99.0

NA

NA

NR

Results
on all areas of the high school proficiency examination showed a slight
downward trend, though the 100% rate in 1997 would be difficult to
maintain. The district did not report
the number or percentage of students denied diplomas because of test failure in
the 1998-99 school year.

ACT / SAT Results

ACT Results

% SENIORS TAKING ACT

ACT COMPOSITE SCORE

1996-97

1997-98

1998-99

1996-97

1997-98

1998-99

84

46

55

20.4

18.0

21.5

SAT Result

%
SENIORS TAKING ACT

SAT

VERBAL
AVERAGE

SAT

MATH
AVERAGE

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

61

36

29

499

427

505

487

405

502

The data provided by the district showed percentages of
students tested and the composite scores for students taking the ACT and SAT
examinations for the most recent year only.
Since state data tables do not combine the scores from Lowery High
School and the McDermitt Combined School, district-wide comparisons were not
clear. From the state tables it
appeared that scores on the SAT remained stable at Lowery and increased at
McDermitt; however, the declining percentages tested at the latter school may
have created this apparent contrast. A
similar phenomenon may also have impacted the increased SAT scores at
McDermitt. Participation and results at
Lowery High School were more stable during the three-year period.

Special Programs

District-wide, in Humboldt County, 9.3% of students
participated in special education, and 27% participate in free- and
reduced-price meal programs; these figures were comparable with those from the
previous years. At the elementary
level, 100% of students had instruction in art, music, physical education, and
computers. The percentage participating
in occupational education at the secondary level ranged from 30% at McDermitt
to 80% at Winnemucca Junior High. Most
data in the area of special programs were similar to those reported in previous
years.

Teachers

Data on teacher educational levels show that 96.9% of
teachers were working within their license fields, a slight decrease from the
previous year. However, most teachers
(82%) continued to be at only the bachelor's degree level. Nearly half of the teaching staff (48%) had
ten or more years of experience.

Technology / Computers

The district has made a major investment in improving
computer availability. The number of
computers in district libraries increased from 4 to 18. The numbers of computers with Internet
access in labs rose from 6 to 70 and in classrooms grew from 16 to 212. The overall student/computer ratio in the
district in 1998-99 was 7:1.

Remedial College Courses
(UCCSN Class Enrollments)

The Humboldt County School District did not report this
number.

Expenditures

For the 1998-99 school year, the Humboldt County Schools
showed a per-pupil expenditure for instruction of $3,975, an increase over
$3,699 expended in the previous year.
Similar increases were shown in other areas. Administration costs of $602 and expenditures for staff support
and student support were lower than the state averages for those categories.

Parent Involvement

The
district reported the percentage of parents attending the first conference as
79%. At the elementary level attendance
ranged from 57% at French Ford to 100% at the rural schools. At the secondary level, the range was from
45% at Lowery High school to 75% at McDermitt.

2.Areas the School Districts’ Part III Report identified as examples of
exemplary achievement at the school site and/or areas of improvement in
outcomes from those reported in the previous year and evidence that the areas
were exemplary or improved.

The district showed continued growth in fourth grade achievement
as measured by TerraNova exams. Curriculum mapping efforts were established;
programs such as Success For All, Reading Recovery, and Accelerated Reader were
implemented; and a more stringent attendance policy was adopted. Extensive staff development in technology
was teamed with capital investment in that area, and significant progress
was documented. The district's parental involvement data
were impressive, and school reports indicated considerable outreach efforts,
especially to minority parents. The
district established clear, measurable goals to be accomplished by June, 2001,
and by June, 2003.

3.Areas the School Districts’ Part III Report identified as in need of
improvement at the school site(s) and evidence for any deficiencies
addressed.

The district identified a need to continue with curriculum
development and alignment, including the establishment of criterion-referenced
testing in the key areas of reading and mathematics. The district also explored the possibility of re-establishing a
professional development center to increase training opportunities for staff.

4. Summary of the School Districts’ plan for improvement at the
school site.

The Humboldt County School District developed both short-range and
long-range goals for district improvement.
Most of them are specific and measurable, such as, "increase the percentage of students
enrolling in post-secondary education."
Other goals, such as "Establish a culture of achievement," are
worthy but more difficult to assess.
Individual schools prepared detailed plans for improvement based on
local data, including disaggregated test scores; plans were keyed appropriately
to clearly specified activities.

5. Sources of information to be used in determining
effectiveness of the plan for improvement.

The district reports were based on scores on state-mandated
examinations, attendance rates, fiscal data, etc. This material was presented accurately and in clear, accessible
formats.

6. Missing or incomplete data.

There were some inconsistencies between state data and
district data on the high school proficiency exam. The percentage of non-passing students on the high school
proficiency exam was not reported.
There was no information regarding the percent of recent high school graduate
who were enrolled in remedial college classes.

7.Recommendations of Panel members for improving analysis and
use of accountability findings at the school level and, if applicable, at the
district level.

1. Some schools did an excellent job with
disaggregated data, which both suggested areas in need of improvement and
documented progress made in these areas.
It would be commendable if this were the standard for all schools.

2. Parent involvement at Numa Elementary and at
Lowery High School declined in the year of this report. Other district schools, which had quite high
rates, may provide concrete suggestions for bringing these units into line with
district norms.

3. The district should focus efforts to improve
TerraNova achievement scores in the McDermitt
eighth grade.

Lander County School
District

Accountability Analysis

The Lander County School
District's 1998‑99 accountability report had several deficiencies
compared to what is required and to those produced by other districts. Building Part III reports were not found and
there were a number on inconsistencies in the data when compared to the
Statewide Data Tables. A strong
recommendation is made for use of data in planning.

1.A
summary of the student performance and school characteristics deemed relevant
to the evaluation of the district’s school performance based on data submitted
to the State Board of Education and LeBEAPE in Part I school reports and Part
II district-wide reports.

The Lander County School District’s 1998-99 accountability
report had several deficiencies compared to what is required and to those
produced by other districts. Building
Part III reports were not found and there were a number on inconsistencies in
the data when compared to the Statewide Data Tables. A strong recommendation is made for use of data in planning.

Number of Pupils

The Lander County schools enrolled 1,703 students, an 8.3%
decrease from the previous year’s enrollment.

Student Attendance Rate

The attendance rate, district wide, increased from 94.1% to
94.4% over the previous year.

Teacher Attendance Rate

The rate of teacher attendance also made gains in the Lander
County schools. In 1997-98, the
attendance rate was 92.8% and the 1998-99 rate was 94.6%.

Dropout and Non-Promotion
Rates

District wide, the dropout rate in Lander County was down to
4.4% compared to 7.2% for the previous year.
The percentages of students retained in grade level ranged from zero in
fifth grade to 10% in seventh grade.

Transiency Rate

The transiency rate across all schools in Lander County
dropped from 28% to 19% for the 1998-99 school year.

Student/Teacher Ratios

Average class sizes (student/teacher) reported at the
elementary level were fairly stable in Lander County. For first grade, 1 teacher to 17 students were reported; second
grade ratio, 16:1; third grade, 21:1; fourth grade, the district’s highest
ratio of 27:1; fifth grade, 25:1; and sixth grade 22:1. The largest change was found in
kindergarten, which declined from 23:1 to 19:1 from the previous year. At the secondary level, student/teacher
ratios were significantly below the state averages. Average class sizes of 15 for English, 9 for math, 11 for
science, and 15 for social studies were reported.

Student/Counselor Ratio.

Consistent with the decline in district enrollment, the
counselor/student ratio was reduced from 619 students per counselor in 1997-98
to 568 students per counselor in the 1998-99 school year. The highest ratio – 1:1630 – was at Pierce
Elementary School.

Suspension/Expulsion rate

The most frequently reported reason for suspension or
expulsion of students was violence to other students. While 44 cases were reported district-wide in 1997-98, the number
was reduced to 22 for the 1998-99 school year.
Particularly noteworthy was that Battle Mountain Junior High School
reduced the number of incidents of violence to students from 31 in the previous
year to three during the current year.

State Mandated Test Results:
TerraNova: Fourth Grade

Terra Nova Results

4th Grade

SUBJECT

%

BOTTOM QUARTER

%

TOP

QUARTER

AVERAGE
PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

22

17

24.2

21

22

15.8

50

54

48

Language

14

13

20.8

28

27

18.3

57

56

49

Math

14

20

24.4

17

17

9.2

53

49

42

Science

16

8

13.8

21

23

22.8

54

59

52

Fourth grade Terra Nova scores for Lander County were
reported only for LeMaire Elementary School.
Due to the small size of Austin Elementary School, they were not
reported as a separate program. In the
area of reading, the average percentile rank declined from 54 in 1998 to 48 in
the 1999 testing. TerraNova scores in
language declined in average percentile rank from 56 the previous year to the
49th percentile in 1999. The
average percentile rank for the fourth grade group also dropped in mathematics
from 49 to 42 for the current year.
Finally, the fourth grade scores in the science tests decreased from an
average percentile rank of 59 to 52. It
should be noted that there were inconsistencies of several average percentile
ranks between the district’s accountability report and the state-wide published
data tables. Over 99% of eligible
students were tested.

State Mandated Test Results:
TerraNova: Eighth Grade

Terra Nova Results

8th Grade

SUBJECT

%

BOTTOM QUARTER

%

TOP

QUARTER

AVERAGE
PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

14

17

21.8

25

21

21.8

57

51

50

Language

9

17

11.9

26

27

28.7

62

56

57

Math

12

23

22.7

17

17

18.6

54

47

49

Science

21

9

24.5

22

15

22.4

49

54

52

Average eighth grade TerraNova test scores in reading
declined over the three-year period reported.
The average reading percentile ranks were 57 in 1997, 52 in 1998, and 50
in 1999. The average language and math
scores also declined, dropping from the 62nd percentile in 1997, to
the 57th percentile in 1999
in language and from the 55th percentile in 1997 to the 49th
percentile in 1999.

Science scores for eighth grade at Battle Mountain Junior
High School increased slightly, from an average percentile rank of 49 in 1997
to the 52nd percentile in 1999.

As in the fourth grade reports, there were inconsistencies
between the district’s accountability report scores and the state-wide
published school accountability tables.
Over 94% of eligible students were tested.

State Mandated Test Results:
TerraNova: Tenth Grade

Terra Nova Results

10th Grade

SUBJECT

%

BOTTOM QUARTER

%

TOP

QUARTER

AVERAGE
PERCENTILE

RANK

97-98

98-99

99-00

97-98

98-99

99-00

97-98

98-99

99-00

Reading

17

13

12.9

26

27

22.6

55

60

57

Language

12

13

14.0

10

28

26.9

51

60

57

Math

12

19

24.0

23

30

26.0

58

57

53

Science

13

3

14.4

26

20

18.6

57

61

53

The tenth grade reading scores at Battle Mountain High
School on the TerraNova test continued to be above the national averages. The average percentile rank in 1997 was 55,
in 1998, 60, and in 1999, 57. On the
language test in tenth grade, the average percentile rank was 57, a four point
drop from the previous year. In mathematics,
tenth graders’ average scores were at the 57th percentile in 1997 but decreased to the 53rd
percentile in 1999. The science test
scores dropped from the 56th percentile in 1997 to an average
percentile rank of 53 in 1999. Tenth
grade scores reported by the district were also inconsistent with the
state-wide data tables. Over 96% of
eligible students were tested.

State Mandated Test Results:
Writing Exam

Writing Examination

4th and 8th
Grade

MEASURED TRAIT

PERCENT
PROFICIENT

4TH
GRADE

8TH
GRADE

97-98

98-99

99-00

97-98

98-99

99-00

Ideas

NA

NR

71.0

70.7

80.2

79.8

Organization

NA

NR

59.7

66.7

77.6

77.8

Voice

NA

NR

60.5

63.3

76.7

64.6

Conventions

NA

NR

64.5

69.3

72.4

75.8

The percentage of fourth graders demonstrating
proficiency on the state writing examination ranged from 71% in ideas to 59.7%
in organization. Eighth grade
writing proficiency ranged from the 79.8% in ideas to 64.6% in voice. Only one area, Voice, showed a significant
change from the previous year dropping over 12 percentage points.

State Mandated Test Results:
High School Proficiency Exam

High School Proficiency
Examination

PERCENT
PASSING

%

DENIED DIPLOMA

READING

MATH

WRITING

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

97.1

96.0

97.2

95.1

95.1

88.2

97.0

96.9

95.6

NA

NA

8.1

On
the high school proficiency examination, 97.2% of the students were successful
in reading, an increase from last year’s 96% success rate. Only 88.2%
passed mathematics, which is the lowest success rate, reported by any
district in the state. During the
previous two years scores for math proficiency were at the 95% level. Writing proficiency was at the 95.6% level
in Lander County in 1998-1999. Eight
point one percent of the district’s students were denied a diploma for
examination failure. This is the
highest failure rate reported in the state by any school district in 1998.

ACT/SAT Results

ACT Results

% SENIORS TAKING
ACT

ACT
COMPOSITE SCORE

1996-97

1997-98

1998-99

1996-97

1997-98

1998-99

35

52

61

20.0

20.0

20.7

SAT Results

% SENIORS TAKING
SAT

SAT

VERBAL AVERAGE

SAT

MATH AVERAGE

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

0

0

1

NA

NA

700

NA

NA

530

While
61% of the graduating class took the ACT exam, only 1% took the SAT exam, which
is, the lowest percentage reported on the state data table. During the two prior years no students
participated in the SAT exam. The
average ACT score for Lander County School district for 1998-1999 was
20.7. The district report contained an
apparent clerical error as 1937 was reported as the average ACT score.

Special Programs

Most elementary students participated in music education in
Lander County. About half the students
participated in art and physical education at Pierce Elementary School, which
serves kindergarten through second grade.
Black Elementary and Austin Elementary Schools reported 100%
participation in those areas. The new
LeMaire Elementary School did not offer an art program, but had 100%
participation in physical education.
The only computer use reported at the elementary level, was 100% at
Austin Elementary School. At the
secondary level music participation ranged from 25% to 29% across Lander
County’s three programs. Art class
participation ranged from 29% at Austin High School to 100% participation at
Battle Mountain Junior High School.
Participation in occupational education ranged from 48% to 59%. Twenty-seven percent of the students at
Battle Mountain High School participated in foreign language classes. While 100% of Austin High School students
participated in athletics, and 33% at Battle Mountain High School did so. Participation in elementary special
education ranged from 6% at Black Elementary School to 29% at Austin Elementary
School with a district average of 9.3%.
Secondary school participation in special education was reported at 8.9%. Free- or reduced-price meals were available
for 23.7% of elementary students and 13.7% of secondary students, with the
highest concentration of 30.7% at LeMaire Elementary School. Enrollment in English as a Second Language
programs included 2.6% participation at the elementary level and .3%
participation at the secondary level.

Teachers

Lander County School District reported that 86% of the
teachers had bachelor’s degrees and 14% held master’s degrees. While 95% of the teachers were teaching in their
area of licensure, 18% of science classes are taught outside teachers’ areas of
license. Sixty-four percent of the
teachers in Lander County had 10 or more years of experience, which is the second highest level of teacher
experience reported in the state.

Technology/Computers

The student- to-computer ratio at the elementary level
varied from 4:1 at Austin Elementary School to 33:1 at Black Elementary
School. No computer availability was
reported for Pierce Elementary School, which served students from kindergarten
through second grade. Internet access
for the elementary programs was not reported for the 1998-99 school year. The student-to-computer ratios for secondary
programs ranged from 4 students per computer at Austin High School to 9 students
per computer at Battle Mountain Junior High School. Internet access was reported at Austin High School and not
reported at the Battle Mountain and Austin elementary schools. The district-wide ratio of students to
computers increased significantly over the previous year when 20 to 1 was
reported. The 1998-99 ratio was
reported at 9 to 1, across the district.